Abstract: The study is dedicated to the integration of neuroscience principles in the design of hybrid educational ecosystems for vocational education in the context of digital transformation. The focus is on the problem of effectively combining online and offline learning formats based on knowledge of brain functioning. The relevance of the topic arises from the fact that simply transferring traditional methods to the digital environment reduces student engagement and leads to cognitive overload. This, in turn, complicates deep comprehension of the material. The article proposes a rethinking of educational approaches taking into account neuroscientific data about information perception, attention, and memory in the digital environment. The goal of the research is to develop a conceptual model of a hybrid educational ecosystem that considers the neurocognitive characteristics of learners and ensures more effective knowledge acquisition in the era of digitalization. The methodology of the research is based on an integrative approach. An analysis of contemporary neuroscientific research has been conducted, as well as a comparative study of various educational formats. To validate the conclusions, a combined application of qualitative and quantitative analytical methods was used. As a result of the research, a theoretical model of a hybrid educational ecosystem has been proposed, based on four key principles: cognitive ergonomics, multimodality, adaptability, and interactivity. It is shown that the application of the neurocognitive approach has significant limitations, and its effectiveness depends on specific conditions. Factors for the successful application of neurocognitive principles in education have been identified, including adaptation to age, preparation profile, and individual characteristics of learners. It is reasoned that to enhance the effectiveness of learning, these principles must be adapted to the specific educational context. The practical significance is confirmed by the successful implementation of the proposed principles in various educational contexts, with a notable improvement in the quality of learning. Thus, the results of the study contribute to the development of adaptive and human-centered educational systems for the digital age.