A Neuroscientific Approach to Developing Language Education Content: Literacy in the Postmodern Information Society

This article examines how language education content is evolving in response to postmodern perspectives. It explores how the changing needs of an information society, influenced by neuroscience, drive this transformation. The growing informatisation of society and the shift toward neurosocial communication necessitate a reconsideration of literacy and its methodological foundations. The article aims to synthesise emerging literacy trends in an information-driven world that has reexamined normative and institutional-academic forms of culture and language in a postmodern context. It offers a controversial model of language literacy skills structured as an inverted pyramid. The research uses neuropsychological, theoretical-analytical, sociometric, and pedagogical modelling methods. Findings suggest that literacy, as a cultural phenomenon, is expanding beyond traditional definitions to include linguistic creativity. The discussion situates literacy within modernist, postmodernist, and poststructuralist frameworks, arguing that in a neurosociety, literacy becomes situational and secondary. As a result, language literacy skills should be open-ended and structured across three levels: 1) fundamental language and information skills, 2) creative language and information skills, and 3) potential for creativity and transcendence. The article advocates for a flexible, deductive, and personalised approach to language education that integrates linguistic representation across education, daily life, and cultural contexts. It challenges the traditional-modernist, hierarchical model of language literacy development. The article’s practical implications include redefining how university programmes in classical institutions structure language education. The international significance of the article lies in aligning with current scientific discourse and informing language education reforms in transitional democracies.