The article substantiates the relevance of the issues of designing the educational environment in the context of the humanistic paradigm of education. A comparative analysis of communicative-oriented, psychodidactic, anthropological — psychological, ecological-personal, static-dynamic models of the educational environment is carried out.

The article substantiates the relevance of the problem of giftedness development for the 21st century education. The requirements put forward to a person in modern realities and the factors that define them are revealed. The problem relevanceis analysed on three levels: social-pedagogical, scientific-theoretical, practical-implementing. The tasks of giftedness development, which are outlined in the state educational policy, are presented. Modern approaches to the development of concepts and models of giftedness are studied: integrative, dynamic, humanistic.