The article deals with the urgency of implementing interactive methods in the educational process, the essence and features of interactive learning such as coeducation, mutual learning, learning in dialogue, where a student and a teacher are equal subjects of study. Based on the analysis of psychological and pedagogical literature it is found that interactive methods are acquired comprehensive coverage. The importance of interactive technologies in the educational process is proved. Interactive methods, such as lecture-press conference, discussion method, lecturevisualization, seminar-discussion, seminar-conference, seminar-discussion, problem seminar, seminar-educational-role-playing game, seminar-research, are considered to be applied to academic lectures and seminars at universities. The significance of the application of interactive learning in the pedagogical process has been determined: the use of interactive methods is a means to reach the atmosphere in a group that best favours the spirit of cooperation, mutual understanding and benevolence. The most productive are technologies aimed at creating subject-object relations between students and the teacher, involving them in active communicative interaction. Recommendations for introduction of interactive technologies at lectures and seminars in higher educational institutions are given: in the course of interactive learning to admit that students are not an object but a subject of study, they feel themselves as active participants of events and their education and development; this, in turn, provides internal motivation for learning that contributes to its effectiveness, it is necessary to involve all participants in the educational process as required by the content of interactive learning itself, which in turn contributes to the development of socially important skills in the team, interaction, discussion. It is noted that it is essential for the teacher to start with the gradual use of interactive methods if the teacher or students are not familiar with them yet. Both the teacher and the student need to get used to them and get some experience in their use. If the use of interactive methods in a particular group leads to other results – the teacher should review the strategy and carefully approach the use of similar methods. The necessity of further research on the implementation of interactive learning at the present stage is determined.