Neuroeducation and neuro-didactics: The role of neuroscience in improving the educational process

Abstract

The article focuses on neuroeducation — an interdisciplinary area which combines the achievements of neuroscience, cognitive psychology and pedagogy to improve the efficiency of the educational process. The article analyzes the prerequisites for the emergence of neuroeducation, including V. I. Vernadsky’s ideas on the importance of psychological sciences and his concept of the ‘psychozoic era’, as well as explores the modern views on the integration of neuroscience into practice. The authors highlight the relevance of neuropsychology in the modern world, where psychology plays a key role in everyday life and in various fields of activity. The authors note that an in-depth understanding of the brain and its plasticity made neuroeducation the basis for new approaches to learning and treatment of learning disorders. The authors emphasize that neuroeducation, as a new direction in science, is based on the study of cognitive functions of the brain — such as attention, memory and emotions — and is aimed at improving the efficiency of learning and treatment of learning disorders. Particular attention is paid to the interdisciplinary role of neuro-didactics, which integrates neurophysiology, cognitive science and theory of learning in order to enhance cognitive activity. The authors highlight the importance of factors influencing successful learning: positive emotions, maintaining attention, stimulating curiosity, and physical activity. The article considers such problems of implementing neuroeducation as insufficient knowledge and difficulties in practical application. The authors argue that integration of knowledge about the brain into the educational process requires a cautious approach and the use of reliable scientific data. Neuroeducation is presented as a promising area capable of transforming modern pedagogy through interdisciplinary approaches and professional development of teachers.