The publication discusses the possibilities of using reflective technologies designed for the process of forming intercultural competence among students studying in the pedagogical areas of higher education. Analyzing the logic, structure and algorithm for the implementation of intercultural competence in the educational process, the authors rely on historically formed and their own experience in developing didactic tools to ensure the consistent application of “immersion” technologies, informationcomputer learning, adaptation and creative design activities in the practice of transforming students’ personal results into practice of formation of reflective thinking.

The article discusses the possibility of using students’ own questions to enhance their cognitive activity and increase their intellectual independence. Based on modern logic and methodology, the authors argue that the ability to independently raise and improve questions is a necessary condition for both thinking and learning activities. At the same time, the modern school not only does not teach to raise questions, but also excludes situations where students could do this. The article gives an overview of the modern world experience of integrating students’ own questions into the educational process. The authors describe the methods they developed for organizing students’ questions, aimed at understanding and writing texts on the content of academic subjects.

Interaction between anxiety level and specific motivation of senior schoolchildren is considered in the article. The reasons for school anxiety emergence are analyzed: social atmosphere at home and in class, expectation from parents and teachers, fear of low grades. Learning motivation, aspiration for success may decrease because of anxiety which leads to school success deterioration.