THEORETICAL FOUNDATIONS OF NEUROPEDAGOGY AND PROSPECTS OF ITS APPLICATION IN THE PROFESSIONAL EDUCATION SYSTEM
DOI:
https://doi.org/10.5281/zenodo.20241796Keywords:
neuropedagogy, neuroeducation, professional education, neuroplasticity, cognitive load, instructional design, vocational training.Abstract
This article examines the theoretical foundations of neuropedagogy as an interdisciplinary field that integrates findings from neuroscience, cognitive psychology, and pedagogy. The author analyzes the conceptual basis, key principles, and methodological framework of neuropedagogy, with particular attention to its potential applications within professional education systems. Four central theoretical pillars are identified: neuroplasticity, multimodal cognition, emotional-cognitive integration, and metacognitive regulation. The article also outlines specific prospects for applying neuropedagogical knowledge in vocational training, higher technical education, and continuous professional development, including the design of evidence-informed instructional environments. The findings suggest that systematic integration of neuropedagogical principles can significantly enhance the quality, relevance, and durability of professional learning outcomes.
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