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.

Keywords: Multimodal information representation, Professional education, Interactive learning, Metacognitive skills, Cognitive ergonomics, Adaptive learning, The Neurodidactic approach, Neuroplasticity, Hybrid educational ecosystems, Neurocognitive foundations of learning

Abstract: This article examines the formation of the professional worldview of cadets in educational organizations of the Ministry of Internal Affairs of Russia. The object of the study is the process of professional training of employees of the internal affairs agencies of the Russian Federation in educational organizations of the Ministry of Internal Affairs of Russia, while the subject of the research includes methods, means, and pedagogical conditions that contribute to the establishment of their professional worldview. The author thoroughly analyzes the stages of the technology, which include: diagnosing the level of professional worldview of cadets; developing an educational program that includes theoretical classes, practical assignments, and training; integrating practical internships and assessing results, which allows for capturing the changes achieved in the professional worldview. Pedagogical conditions are outlined, and recommendations are given that will facilitate the achievement of the stated goal – the successful implementation of the proposed technology for forming the professional worldview of cadets of the Ministry of Internal Affairs of Russia. Particular attention is paid to the integration of theoretical training with practical activities, as well as the influence of educational work and service experience on the development of the professional worldview. In conclusion, the author draws conclusions about the necessity of a comprehensive approach to forming the worldview of cadets, combining educational, formative, and practical components. The author applies a comprehensive methodology based on systemic, activity-based, and personality-oriented approaches. This allows the process of forming the professional worldview of cadets of the Ministry of Internal Affairs of Russia to be viewed as a multi-level phenomenon dependent on pedagogical, psychological, and social factors. Special emphasis is placed on practice-oriented methods (case studies, training sessions, internships), as the professional worldview is formed precisely through activity. The novelty of the research lies in the systematization and clarification of the key components of the professional worldview of cadets in higher educational institutions of the Ministry of Internal Affairs of Russia, as well as the development of a theoretically grounded model for forming a professional worldview that integrates the stages of the educational process and pedagogical conditions for effective implementation. A mentorship system is proposed as a mechanism for supporting the professional adaptation of graduates, which expands traditional approaches to training employees of law enforcement agencies. The author’s significant contribution to the study of this topic includes identifying specific pedagogical conditions that facilitate the formation of a professional worldview and developing criteria for assessing the formation of a professional worldview, including the stability of value orientations, the readiness to make decisions in non-standard situations, and the level of legal consciousness. The results of the study can be used to improve educational programs and methodologies for training employees of the internal affairs agencies of the Russian Federation.

Keywords: formation, technological tools, upbringing, education, training, cadets, Ministry of Internal Affairs of Russia, educational organizations, professional worldview, worldview