The article focuses on the results and consequences of the introduction of smart and neurotechnologies in inclusive education. The purpose of the study is to
analyze the development of the subjectivity of students and teachers using digital
The novelty of the research lies in the desire to integratively reflect on socio-psychological
problems related to the introduction and application of artificial intelligence systems
in an inclusive educational process, within which subjectivity is formed and developed.
The study of the problems of neuroeducation is necessary for understanding the results
of the impact of digital technologies on the formation and development of students
and teachers as subjects of the educational process. Options for the transformation
of inclusive education and its subjects should be considered in terms of changing values,
goals, concepts that define and transform a person’s relationship with themselves and
the world around them.
Research results showed that neurotechnologies bring serious changes in inclusive
education; they affect a person’s attitude towards himself or herself and the world around
him or her and can eventually lead to a loss of subjectivity.They can be introduced only
on the basis of a high culture of the educational process, highly developed human and
digital competencies of teachers and students. Neuroeducation can play an essential role
in a person’s formation and improvement as a subject provided the neuro-environment
is created on the basis of digital and human culture.
neuroeducation, neurotechnology, artificial intelligence, inclusive education, digital learning, digital culture, smart education, subjectivity, transhumanism