THEORETICAL FOUNDATIONS OF NEUROEDUCATION AND ITS CONCEPTUAL SIGNIFICANCE IN TEACHING AND LEARNING

This article provides a comprehensive analysis of the theoretical and methodological foundations of neuroeducation and its conceptual significance in the processes of teaching and learning. The author substantiates the necessity of reorganizing education on the basis of learner-centered, brain-compatible, and interdisciplinary approaches. The interrelation of fields such as neuropsychology, cognitive sciences, psycholinguistics, and pedagogy is identified as a key factor in the formation of neuroeducation. The paper further outlines the cognitive and affective orientations of neuroeducation, the schools of thought represented by neurodidactics and neuropsychological education, and their integration with EdTech technologies from the perspective of educational effectiveness. Moreover, the role of neuroeducation in fostering moral, intellectual, and creative maturity in learners is highlighted, presenting it as a paradigm for the future of education.