The article discusses approaches which formed the basis for constructing a model for the formation of reflexive-prognostic skills, provides a brief description of each chosen approach and its impact on the construction of the model, describes the necessary theoretical and methodological provisions and the legal framework underlying the model. The given model is given a description of its structure, elements, blocks and a brief description of each block is given, indicating its functionality in the operation of the model itself. The article presents those researchers whose works were used in drawing up a model for our study. An attempt is made to present the developed structure of the digital educational environment in which the formation of reflective and predictive skills will take place.