Introduction. The approaches applied to reforms in the education systems in different countries assume notable importance of adapting students to changes in the environment and to its future conditions. In this case, the future is predicted as a continued present. This approach contradicts ongoing changes in reality, which are characterised by a high degree of unpredictability, and risks of unexpected future scenarios. Therefore, the search for new concepts of education development based on a set of theoretical provisions on preadaptation of students to changes in the environment and design of mechanisms for embedding in future models has emerged as an essential scientific problem.

The aim of the present research was to develop methodological basis and means (educational practices) of the preadaptation of students to innovation activity and formation of practices of futures scenario building.

Methodology and research methods. The research methodological framework is based on the historical-evolutionary approach and the methodology of futurology. The applied methodology enabled the authors to conduct the research based on the principles of combination of adaptation and preadaptation of students to innovative activities, the importance of developing practices for futures scenario building focused on the ideas of futurology. The research methods involve generalisation of scientific statements and logical deduction of new knowledge; analysis of practice using the case study method (more than 120 school cases were studied); experimental verification of authors’ materials (testing of practices for futures scenario building based on 25 schools in several regions of Russia).

Results and scientific novelty. The authors introduce the concept of the role and content of the process of preadaptation of students. Methodological basis for practices of futures scenario building was developed. The taxonomy of the practices of futures scenario building is described. The provisions on students’ preadaptation to innovative activity and formation of active position towards the future are developed. The proposed methodology of practices of futures scenario building determines the role of these practices, their content, implementation technology, grouping and use at three levels: personal development, communicative or social development, and active development of the student’s personality. The research results can be considered as the evolutionary development of the provisions of traditional adaptive theories.

Practical significance. Long-term experience of the authors in creating the methodology and educational practices of cooperation with the future enables to design educational activity in a new way and to succeed in the realisation of the concept of variative education and formation of metasubject competences, which assume inter alia competences of future thinking as well as self-positioning therein.