IMPROVING THE METHODOLOGY FOR DEVELOPING THE INTELLECTUAL COMPETENCE OF FUTURE TEACHERS THROUGH MODERN NEUROPEDAGOGICAL TECHNOLOGIES

Abstract

Modern educational reforms emphasize cultivating future teachers’ higher-order thinking and cognitive skills. Neuropedagogy – the application of neuroscience findings to education – offers a theoretical and practical framework to enhance intellectual competence in teacher trainees. This article reviews the theoretical foundations of neuropedagogy and its role in strengthening learners’ cognitive abilities, and surveys modern neuropedagogical tools (e.g., virtual simulations, neurofeedback devices) in teacher education. We focus on Uzbekistan’s pedagogical universities, where recent policies (e.g. the 2030 Education Concept) call for innovative, individualized teaching methods. Uzbek research (e.g., Sotivoldiyeva, 2023) and international studies indicate that aligning instruction with brain-based principles (e.g. personalized learning, active engagement) can boost metacognitive skills such as self- regulation, critical thinking, and problem-solving. For example, using neuropedagogical virtual laboratories significantly improved Uzbek chemistry students’ understanding and reasoning (with ~88– 92% reporting gains). Similarly, pilot programs using wearable neurofeedback and adaptive learning showed marked gains in trainees’ attention, reflection, and self-management. We argue that integrating neuropedagogical technologies into Uzbekistan’s teacher training curricula – guided by national reforms – can meaningfully develop pedagogical students’ intellectual competence. Practical recommendations include adopting simulations, neuro-adaptive learning platforms, and professional development in educational neuroscience. Further research should explore localized neuropedagogy models and long-term impacts on teaching quality.