The article shows how, through a subjectogenetic approach to organizing various types of psychological and pedagogical practice, with the help of what techniques and methods one can use various options for multimodal game modeling for the formation and development of such universal competencies of students as the ability to self-organize and self-development, readiness to overcome life difficulties and to successfully cope with various types of stress.

The article shows how and thanks to what visual and instrumental cognitive science makes it possible to put into practice the principle of «teach, explore — explore, teach», which helps to find ways to improve educational and scientific activities in a new reality with its characteristic intensification of information flows and the growth of the dynamics of various changes.