2021 №4

The article is dedicated to the relevant issues of neuroeducation in the system of vocational education. The article aims to reflect on the results of neuroscience integration into university practice, including professional terminology teaching. Notably, for the first time the possibility of forming professional thinking among university students based on knowledge about mechanisms of brain functioning during concepts acquisition (brain-based learning) was analyzed. The article shows that new words (terms) acquisition and understanding is based on neural systems that are responsible for processes of perception, attention, memory and executive functions, as well as reward and motivational states. Moreover, the importance of addressing the specifics of professional terminology, abstract and concrete concepts, during the acquisition process is stated. The difference between research directions in different countries was revealed during the study of neuroeducation: Russian scientists are focused more on personalized neuroeducational technologies and on the development of neurodidactics methods; scientists abroad aim to develop a unified methodology of neuroeducation and find evidence of the efficiency of teaching methods based on knowledge about brain functioning. The authors of the artcile believe that improving teachers’ competence in the field of neurobiology in order to avoid the prevalence of neuromyphs and to increase the efficiency of the learning process is important. The data given in the article may be useful to university teachers in organizing the educational process.

A new educational paradigm — personalised education, is asserting itself in modern society. Its core is neurodidactics, which studies the learning patterns connected to the peculiarities of the higher mental functions of the brain. The goal of neurodidactics is the personalization of the educational process and the personification of students’ personalities. The article aims to substantiate the scientific and practical value of neurodidactics, to reveal its teaching and developing functions in the educational process and to consider its possibilities in personalized education. The methodological basis of the study is L. S. Vygotsky’s theory of developmental learning and the fundamental works of A. R. Luria on neuropsychology. The educational possibilities of neurodidactics formed the basis for the personalization of the educational process. It also helped determine the main technologies for the formation of meta-subject learning outcomes and their integration into the students’ work. That, in turn, led to their personification. Mastering the techniques of personification is very important from a practical point of view. Scientific and technological progress, digitalization of education, widespread use of virtual technologies will lead to a radical transformation of the entire education system. Neuroeducation will become the innovative trend of education modernisation, where neurodidactics will play the main role. It is useful and even necessary for the teachers to master psychological and pedagogical capabilities of the neurodidactics.

Digital transformation and the transition from a competence-based to a meta-subject approach in education require the development of new objective research techniques in education. Cognitive research done with high-tech techniques and neurotechnologies contributes to the research and educational capacity of an educational organization. The purpose of the article is to summarize the application of various hardware and projective techniques, which are used to study the educational, and communication activities of an educational organization by the Higher School of Media Communications and Public Relations of the Institute of Humanities of Peter the Great St. Petersburg Polytechnic University (hereinafter referred to as the Higher School). The results of the biofeedback research based on the current mental state (CMS) software and hardware complex contained the data on the psychophysiological reaction of students to various forms and methods of the educational process organization and educational materials. The novelty of the article lies in application of the biofeedback technique within the frame of pedagogical research for a deeper understanding and rethinking of the design of the educational process for the first time. The study of biometric characteristics of students based on the biofeedback technique allows not only to predict the reaction of students to teaching materials and the organization of the educational process, but also to adjust the pedagogical design of the educational process. In addition, J. Altman’s metamorphic model (ZMET) which makes it possible to identify interrelated structures that affect consumer behavior, allows you to rethink communication strategies of an educational organization.

This research is made with a theoretical-methodological approach from the perspective of the consumer. It is related to the question of the prerequisites and prospects for the digital ecosystem of continuous educational training formation. The new educational ecosystem brings together the interests of the labour market and professional education using a network of educational and professional platforms (online hubs), which is built upon a “hybrid” infrastructure of traditional and platform digital media, taking into account the new economic realities. The continuous vocational trainings focus on persons of working age, young people, and are aimed at maintaining employment and reducing the risks of unemployment at the regional level. The establishment of a digital ecosystem of continuous vocational training to form outpacing competences can compensate for the gap between low labour productivity and outpacing budget income indexation, low staff rotation, low incomes of young workers and lack of competitive additional vocational training programmes. This could introduce young employable persons to the labour market as the main producers of common (regional) income. The ideas and conclusions are based on international advanced practices and national educational strategies of designing a model of a new educational ecosystem.

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 technologies. 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.

The article deals with issues related to the development of concepts and tools synthesizing cognitive and neurotechnologies in a technosocial educational environment, which usually includes a network digital learning space in the form of educational situational centres; the hypothesis of the emergence of a single creative team field as a consequence of the synthesis of cognitive and neurotechnologies based on socioempathy in the team is substantiated. The proposed synthesis methods will improve the quality of solutions developed in the process of additional professional training. In the article’s conclusion, the questions that should be taken into account when studying the problems of neurocognitive synthesis are formulated.

For a long time, the study of the brain capabilities for the improvement of the quality of education has been an urgent direction in pedagogical science. Due to the development of digitalization, new areas of research have emerged related to the use of special equipment that makes it possible to assess and control brainwork, develop mental abilities, cognitive functions, etc. One of them is neurotechnology, which is an effective means of transforming the educational process: it offers educational content based on the individual characteristics of students. Thus, a need to concretize the terminology and determine the current research areas arises. The article aims to attempt to fill this gap with the help of a representative analysis of publications on neurotechnologies, as well as the essence of neuroeducation. The practical value of the article lies in testing the possibilities of neurotechnologies to increase the involvement of students in the educational process. Through the hackathon format the authors of the article-attracted students to develop neurogames as a tool for training self-control skills like concentration and «calmness» used via a neuroheadset, which, in addition to the measuring function, allows you to control the game using biofeedback. The successful case of inviting students to the world of neurotechnology can be implemented in other universities, as well as the enterprises of partner employers.

The article provides the results of a pilot study of the students of secondary vocational education interest in the technologies of virtual reality (VR technologies) used in the educational process. The theoretical part of the work consists of studying the issues of the formation of virtual reality and the justification of this technology in secondary vocational education. Several examples of organization within the educational virtual workshops focused on modeling high-tech production processes using virtual reality. The research is of practical value, which is devoted to the results of a survey of students of the University College of the Russian State Vocational Pedagogical University (RSVPU, Yekaterinburg) about their awareness of VR technologies; interest in learning through their use, identification of the most effective ways to use VR in education. The empirical part of the study is presented in the form of tables, diagrams based on the results of an online survey of students. The results of the study can be used in the development of new educational programs of VET.

The question of where to use neurotechnologies is getting more and more relevant. Emerging neurotechnologies are used in medicine, marketing, education, and scientific research. At the same time, the potential of using various neurotechnologies in professional activities remains practically unexplored. The aim of the article is to identify the prospects of using neurotechnologies to solve problems arising in the process of professional development, to consider the potential impact of neurotechnologies on the content and duration of professional development stages, to describe the problems that may result from the use of these technologies. Neurotechnologies that can be used in the process of professional development of a person are listed in the article. Moreover, problems that can be solved with their help at different stages of professional development are identified; the influence of neurotechnologies on the content and duration of professional development stages is considered; ethical and psychological problems that may arise as a result of the use of neurotechnologies are estimated. Little experience in the use of neurotechnologies and its insufficient understanding encourage studying the possibilities and results of the use of neurotechnologies in the field of education and professional development.

The article deals with the current problem of professional self-determination and choosing profession in the situation of uncertainty and ambiguity of economic and social processes in terms of the ideas of personalized education. The purpose of the work is to describe the psychological capabilities of neurodiagnostic complexes in career counseling, to analyze possible directions of career guidance and counseling of young students based on neurodiagnostic data, and to reflect on the prospects of the influence of neurotechnologies on self-determination and personal development, given the low effectiveness of existing methods and systems of career guidance. The structure of the diagnostic complex (using the methods of neurodiagnostics) is described, which allows us to effectively approach comprehensive data on the optant and meets the requirements of the main directions of career guidance and counseling. Together with the latest psychodiagnostic technologies, neurodiagnostics allows a deep and comprehensive approach to solving the problem of career guidance: to analyze the possibilities and limitations of the optant in choosing a profession, to determine the optimal ways of compensation and development, to promote the development of an individual (personalized) trajectory of professional training and achievements evaluation.

The creation of gamified resources makes it possible to increase the students’ motivation with the content of activities, to individualize educational routes, to ensure the variability of the content of education, to take into account health restrictions. The aim of this article is to describe the principles of developing digital multimedia games for vocational education, taking into account the team interaction of representatives of various professional groups. As a result of the study the basic principles of the development of digital multimedia games are highlighted, involving the use of sound, animation and other effects for corporate sessions and for doing creative tasks. The practical significance lies in the possibility of using the described principles for further development of gamified resources.