Integration of neuroscience principles in the design of hybrid educational ecosystems for professional education in the era of digitalization

Kochetkova Natal'ya Pavlovna Lecturer; Department of Philosophy and Media Communication; Kazan State Energy University 51 Krasnoselskaya str., Kazan, 420066, Russia, Republic of Tatarstan NataliaPavlovnaKochetkova@gmail.com Other publications by this author

Introduction

Rapid digitalization poses a fundamental question for the vocational education system: how to effectively integrate digital technologies into the educational process, not only transferring traditional methods to a virtual environment, but also truly transforming the educational paradigm. This problem is becoming particularly important in the light of data from neurobiological studies indicating differences in brain function when interacting with digital and printed information. An analysis of the practice of digitalization shows that a simplified approach still dominates: printed textbooks are simply digitized, face-to-face lectures are replaced by video recordings, and testing is being transferred online. This approach ignores the unique capabilities of digital technologies and the neurocognitive features of information processing in a digital environment. As a result, negative effects are naturally observed: decreased student engagement, difficulty maintaining attention, shallow learning, and cognitive overload^[1]. At the same time, a number of studies show that with proper organization, the results of online learning may not be inferior to traditional ones^[2]. The central problem, therefore, lies not in the limitations of digital technologies themselves, but in their implementation without taking into account the fundamental cognitive processes – the mechanisms of perception, attention, memory and thinking. This is confirmed, for example, by the data that in some cases the digital learning format, with proper design, does not lead to a deterioration in academic performance compared to full-time^[3]. Therefore, a neuroscientific grounded rethinking of approaches to digitalization of education is necessary.

The digital transformation of vocational education is accompanied not only by technological changes, but also by a profound restructuring of cognitive processes of perception, processing and assimilation of information. In this regard, there is a need to develop fundamentally new educational approaches that take into account neuroscientific data on the functioning of the brain in a digital environment. The relevance of the topic is determined by the fact that, despite the rapid introduction of digital technologies, the approach to digitalization remains superficial: often limited to simple adaptation of traditional formats (digitization of textbooks, video lectures, etc.), without taking into account the peculiarities of digital perception.

The object of the research is the professional education system in the context of digital transformation. The subject of the research is neurocognitive mechanisms of perception, processing and assimilation of educational information in a digital educational environment and their impact on learning effectiveness. The purpose of the research is to theoretically substantiate and develop methodological foundations for designing a hybrid educational ecosystem based on the principles of neurocognitive effectiveness and aimed at improving the quality of professional education, taking into account the peculiarities of brain functioning in a digital context.

The scientific novelty of the work lies in the formulation and theoretical substantiation of the principles of designing a hybrid educational environment based on data on the neurophysiological mechanisms of perception, attention and memory in a digital environment. The developed neurodidactic model integrates knowledge from neuroscience, cognitive psychology and pedagogy and is focused on the implementation of the principles of cognitive ergonomics, multimodality, adaptivity and interactivity in the context of digitalization of vocational education. Unlike most works that focus primarily on the technical aspects of digitalization or on traditional psychological and pedagogical concepts, the presented model allows us to take into account the cognitive specifics of information assimilation in the digital environment and form more effective educational practices on this basis.

The practical significance of the research lies in the possibility of applying the developed principles in the creation of educational programs, platforms and methods in vocational education that increase engagement, depth of assimilation and sustainability of learning outcomes. In the context of cognitive overload, clip perception and fragmentation of attention, common in the digital environment, the proposed approaches make it possible to minimize negative effects and use the potential of digitalization as a resource for the intellectual development of a personality.

Neurocognitive features of information perception in a digital environment

Modern neuroscience provides significant empirical evidence on the impact of the digital environment on cognitive functions. In particular, there are a number of differences in how the brain processes information from the screen and from printed media. It is shown that reading from the screen facilitates fast text scanning and search for key information, whereas reading from paper involves more mechanisms of deep understanding and critical analysis. In other words, the digital format encourages the clip perception of information at the expense of its deep assimilation. According to the meta-analysis, the differences between reading from a screen and from paper depend on a number of conditions, and each of the formats has its own strengths and weaknesses, complementing each other^[4]. This indicates the need for a balanced use of both approaches. Experimental data from neurocognitive studies confirm these observations. Thus, when reading the same text in printed and electronic form, the subjects revealed statistically significant differences in understanding the content in favor of the printed version, especially when performing tasks to establish complex cause-and-effect relationships and critical analysis^[4]. In addition, neurophysiological studies indicate that the digital environment rebuilds the nature of the activity of neural networks responsible for the perception and processing of information. This is reflected, for example, in the predominant activation of the dorsal visual pathways of the brain when reading from a screen (they provide rapid recognition of visual patterns) versus the dominance of the ventral pathways when reading printed text (they are associated with deep understanding and reflection). These features require a revision of traditional educational approaches, taking into account new cognitive realities.

According to the theory of cognitive load, J. According to Sweller, the effectiveness of learning depends on the optimal balance between internal, external and meaningful (useful) load on working memory^[5]. The digital educational environment often creates an excessive external burden due to the multitude of distractions, the complexity of interfaces, and the need to constantly adapt to new applications. This is especially critical when mastering complex professional material that requires significant working memory resources. Research shows that digital formats with unsuccessful design can increase the uninformative (external) cognitive load, overloading the attention of students^[1]. Ignoring neurocognitive limitations – for example, the fact that the period of sustained concentration in adults lasts about 20 minutes – leads to a decrease in learning efficiency and rapid fatigue. Thus, the identified neurocognitive features of information perception in the digital environment are not an insurmountable barrier to digitalization, but dictate the need for a different approach to the design of educational processes. Instead of directly transferring traditional practices online, it is necessary to develop new models that take into account the specifics of how the brain works with digital information and use this understanding to improve the quality of learning.

The concept of a hybrid educational ecosystem

The hybrid educational ecosystem is not a simple combination of online and offline formats, but a fundamentally new integrated environment in which digital and face-to-face components are combined based on deep consideration of cognitive and neurophysiological patterns of learning. In such an ecosystem, the choice of the form of presentation of the material is determined by neurocognitive expediency: which format ensures maximum effectiveness for a given type of educational material, a specific cognitive task and the characteristics of students. The researchers note that the most effective models for integrating face–to-face and e-learning are based not on the external technical characteristics of these formats, but on their cognitive complementarity - the ability to compensate for each other's limitations in aspects of information processing and interaction between participants. In other words, a well-designed hybrid environment takes advantage of the strengths of each of the formats: the interactivity and adaptability of digital technologies complement live communication and the depth of offline interaction. This is confirmed by meta-analyses that demonstrate that combined approaches can provide higher educational outcomes compared to traditional forms of education^[6]. The analysis of modern literature and the neurocognitive features of digital perception identified above allow us to identify four fundamental principles of designing an effective hybrid educational ecosystem.:

· Cognitive ergonomics. The organization of the educational environment taking into account the natural mechanisms of attention, memory and thinking, which minimizes excessive cognitive load and increases the efficiency of information assimilation. For example, educational materials are structured in such a way that they do not overload working memory: complex content is divided into semantic blocks, phases of active and passive perception alternate, and regular short breaks are provided to restore attention.

· Multimodality. Presentation of educational information through various sensory channels (text, sound, visualization, practical actions), taking into account their mutually complementary effect. The coordinated simultaneous activation of visual, auditory and kinesthetic channels increases the depth of processing and memorization of the material. Thus, combining explanatory text with visual graphical diagrams and voiced comments involves more cognitive resources and improves understanding compared to mono-modal presentation.

· Adaptability. The ability of the educational environment to dynamically adapt to the individual cognitive characteristics of students: the pace of learning, the level of previous knowledge, the preferred learning style, the current state of attention, etc. An adaptive learning system ideally forms a dynamic cognitive profile of the student and personalizes content and support based on it. Practice shows that such personalization increases the effectiveness of learning and student satisfaction^[7], as well as contributes to the development of their self-regulation skills in learning activities.

· Interactivity. Ensuring active interaction of students with the material, teachers and each other. Multi-faceted interactivity (discussions, group work, real-time feedback, game and simulation forms) stimulates deeper understanding and lasting memorization of knowledge compared to passive perception. In the context of a hybrid ecosystem, a combination of synchronous (real-time) and asynchronous interaction is important. Properly designed communication spaces allow you to structure the exchange of information (for example, webinars, online seminars) and at the same time create opportunities for spontaneous discussion and collaboration (forums, chats), which together leads to increased engagement and satisfaction of students.

These principles are closely related and should be applied comprehensively, reinforcing each other. Together, they form the methodological basis for creating educational practices that correspond to the natural cognitive mechanisms of the brain in the digital age.

Methodological approaches and implementation of neurocognitive principles

Designing and evaluating the effectiveness of hybrid educational ecosystems requires the use of a comprehensive methodology. A combination of neurocognitive monitoring of the learning process, comparative experiment with various learning formats, long-term (longitudinal) studies of educational effects and data triangulation is needed. This approach makes it possible to ensure the scientific validity of the conclusions and to take into account both controlled laboratory results and complex factors of the real educational environment. This integration of methods is consistent with modern interdisciplinary trends in educational neuroscience^[8], aimed at combining data from neurophysiology, psychology, and pedagogy to improve learning practices.

Modern technological tools make it possible to monitor the cognitive states of students in almost real time. Standardized psychometric tests, as well as eye-tracking and electroencephalographic devices are widely used. For example, portable, inexpensive EEG platforms have been developed that can be used directly during classes to assess students' attention levels^[9]. The data obtained during such monitoring helps to identify optimal conditions for the activation of neural networks underlying various aspects of cognitive activity. This creates a scientific basis for an informed choice of teaching methods and modes. The results of neuromonitoring and cognitive testing are integrated with academic indicators, which makes it possible to evaluate the effectiveness of certain pedagogical decisions in terms of their impact on brain dynamics and academic achievements. The scientific data obtained are translated into practical recommendations for the implementation of neurocognitive principles. One of the key solutions is the dynamic structuring of training sessions. Instead of traditional 90-minute lectures or seminars, it is proposed to divide them into blocks lasting ~ 20 minutes, alternating forms of activity. This format corresponds to the natural cycles of attention and prevents cognitive decline. Indeed, structuring the lesson as a series of relatively short, alternating activities (mini-lecture, discussion, interactive exercise, rest) allows you to maintain a high level of engagement throughout the lesson.

Adaptive material delivery systems are another effective tool. They form an individual profile of the student (taking into account his academic performance, learning style, current progress) and on this basis adjust the sequence and form of presentation of the content. Research shows that such adaptive personalization not only improves academic performance, but also contributes to the development of students' ability to independently manage their learning^[7]. Contrary to the fear that digitalization inevitably leads to the isolation of students, a well-designed hybrid environment, on the contrary, enhances social interaction. For this purpose, special communication platforms are created (forums, messenger groups, collaborative workspaces) that provide both structured discussions and informal communication. As a result, it is possible to achieve a level of social interaction in a digital environment that is comparable or even superior to face-to-face forms.

Thus, scientific and methodological approaches in the field of neurocognitive foundations of learning are closely intertwined with practical solutions. They are turning into specific technologies for designing hybrid educational ecosystems that implement the principles of cognitive ergonomics, multimodality, adaptability, and interactivity.

Limitations and ethical aspects of the neurocognitive approach

Despite the significant potential of integrating neuroscience data into education, it is necessary to critically consider the objective limitations and possible problems in the practical implementation of this approach. Methodological limitations are primarily related to the problem of environmental validity. As D. Ansari and co-authors note, the results of many neuroscientific studies were obtained in strictly controlled laboratory conditions when performing specific tasks, which makes it difficult to transfer them directly into a complex, dynamic and socially saturated atmosphere of real learning^[10]. In addition, modern methods of neuroimaging and recording brain activity have limitations in terms of temporal and spatial resolution and are often not suitable for long-term use in the classroom. Practical limitations include the high resource intensity of neurotechnologies, the need for special teacher training, and the difficulty of scaling successful local experiments. In addition, technological dependence creates risks associated with technical failures and rapid obsolescence of equipment.

The neurocognitive approach is also being conceptually criticized for possible reductionism, that is, an oversimplification of complex learning phenomena to neurobiological indicators. J. Brewer warned in the late 1990s about the danger of the spread of "neuromythes" – simplified and distorted ideas about the work of the brain, which can lead to ineffective practices^[11]. V.S. Meskov notes that the absolutization of the neurocognitive approach carries the risk of turning education into a set of technical procedures for optimizing brain function, which contradicts the humanistic essence education as a process of personal development^[12]. Thus, it is important not to lose a holistic vision of learning goals: neuroscience should serve to improve pedagogy, but not replace pedagogical philosophy.

The ethical issues of introducing neurotechnology into education are also extremely relevant. There are problems with protecting students' sensitive "neural data", ensuring informed consent when using brain monitoring devices, and guaranteeing the right to cognitive privacy. The literature substantiates the need to recognize the special right of an individual to the inviolability of his mental activity in the era of rapidly developing neurotechnologies^[13]. In addition, there is a risk of increasing inequality if access to advanced neuro-educational technologies is limited for students from socially vulnerable groups. A new form of stigmatization is also possible – when students receive labels based on identified neurocognitive features (for example, features of attention or memory). Finally, the preservation of the humanistic orientation of education remains a fundamental ethical imperative. As E.O. Trufanova notes, the ethics of neuroeducation should prioritize humanistic values over technological efficiency, considering neurocognitive tools as means of expanding human capabilities, rather than mechanisms for controlling and standardizing thinking^[14]. Compliance with these restrictions and norms is critically important for the successful and responsible implementation of neurodidactic innovations. Conscious consideration of existing limitations makes it possible to develop realistic strategies for implementing a neurocognitive approach, minimize potential risks, and focus research efforts on overcoming identified obstacles.

Differentiation of approaches and resource provision

For the effective implementation of neurocognitive principles, it is necessary to adapt them to different educational contexts, taking into account the age, profile and individual characteristics of students. Age-related neurocognitive differences. Cognitive abilities and plasticity of the brain change throughout life, which requires age-oriented approaches. So, the period of education for young adults (18-25 years old) It is characterized by a high ability to develop metacognitive skills and critical thinking while stimulating independent reflective activity. This group has a relatively high reserve of neuroplasticity, and they are ready to intensively master new learning strategies. Middle-aged adult students (26-45 years old) They retain significant neuroplasticity provided that the training is integrated with their professional motivation and experience. On the contrary, students of the older age group (from ~46 years old) often need more time to process new information, and multimodal presentation of the material is especially useful for them^[15]. This is due to the fact that the speed of information processing decreases with age, and parallel feeding through several channels (for example, text + audio + visualization) helps to compensate for these changes. Taking into account age characteristics makes it possible to optimize the pace and forms of learning: young adults – more independent project tasks and reflection, older students – more time to master and support multimodal materials.

Different subject areas involve different cognitive processes, which must be taken into account when developing neuro-based techniques. Mastering natural science and especially mathematical disciplines loads working memory and requires developed spatial thinking; teaching humanities activates semantic memory, empathy and the work of mirror neural systems; technical and applied disciplines require the integration of conceptual understanding with the formation of motor and procedural skills. These differences imply that optimal learning strategies will be different: for example, cognitive load management (breaking down complex tasks, visual support) is critical for mathematical courses, discussion formats and emotional engagement for humanities, and practice–oriented projects and simulators for technical courses. The integration of knowledge about specialized cognitive requirements makes it possible to create more effective and accessible learning environments for all categories of students. Special attention should be paid to adapting the educational process for students with special neurocognitive needs, such as attention disorders (ADHD) or dyslexia. Flexible activity planning is key for students with ADHD: alternating activities (listening, handwork, discussion) serve as a natural module for regulating the brain's neurotransmitter systems, maintaining an optimal level of attention engagement. Effective strategies for students with dyslexia are those that compensate for phonological processing deficits through multimodal information delivery (text is complemented by voice acting, visual cues, etc.), which will facilitate the assimilation of written material. Modern research on student neurodiversification confirms that adaptive learning environments can successfully account for such differences and mitigate the difficulties associated with them^[16].

Resource support for neuro-oriented learning. The implementation of the neurocognitive approach requires comprehensive resource support – technological, personnel and organizational support. The technical infrastructure includes equipping classrooms with neuromonitoring tools (for example, portable EEG sensors for assessing engagement), interactive simulators, multimedia systems, and high-speed Internet for the high-quality implementation of hybrid formats. Staffing is equally important. A modern teacher in a hybrid ecosystem ceases to be just a translator of knowledge and becomes a designer of learning experiences, a facilitator of cognitive processes. The formation of neurodidactic competencies among teachers requires systematic training that combines theoretical training in the basics of neuroscience and practical development of new techniques in the course of professional activity^[17]. It is necessary to introduce professional development programs in which teachers learn to interpret the results of cognitive tests and monitoring, master adaptive educational platforms, and practice the design of multimodal materials. Organizationally, educational institutions should be ready to transform the curriculum, lesson structure, and assessment forms – for example, the introduction of flexible schedules of modular units instead of fixed pairs, and the transition to formative assessment based on data on student activity. All this requires managerial will and support from the administration and the educational authorities.

Prospects for further research and conclusion

An analysis of the current state of the problem allows us to identify a number of promising areas of further research that will help overcome the identified limitations of the neurocognitive approach.:

· Eco-friendly neuromonitoring in education. Development of non-invasive methods for tracking cognitive states directly in the course of real-world activities. This includes improvements in portable devices for recording brain activity and algorithms for interpreting signals in natural learning environments. Progress in this direction will help bridge the gap between laboratory experiments and field conditions of education.

· The taxonomy of educational formats from the point of view of the brain. A differentiated study of the neurocognitive effects of various forms of learning (lecture, discussion, project work, virtual reality, etc.). It is necessary to understand which neural networks are activated in a particular format and how this correlates with the type of acquired knowledge. The result may be a kind of "neuropedagogic map" of educational methods that helps to choose the optimal formats for specific learning goals.

· Individual cognitive profiles. Further development of methods for rapid and reliable identification of individual cognitive characteristics of students (for example, a tendency to distraction, typical information processing speed, dominant perception channel). This will improve the possibilities of personalizing real–time learning - the educational environment will be able to adapt to the student as flexibly as a good tutor.

· Long-term effects of hybrid learning. Conducting longitudinal studies tracking graduates who have studied in neurocognitive hybrid programs for several years. This is necessary to assess the sustainability of the formed skills, their transfer into professional activity and the overall impact on intellectual development. Such data will make it possible to adjust programs based on a long-term perspective.

· Ethical and legal norms of neuroeducation. Formation of clear ethical principles and a regulatory framework for the use of neurotechnologies in education. It is important to find a balance between technological efficiency and maintaining personal autonomy. Interdisciplinary research at the intersection of neuroethics, law and pedagogy is in demand here, as well as the exchange of international experience (for example, initiatives to consolidate "neuro-rights" in legislation)^[13].

The analysis shows that an effective digital transformation of vocational education is impossible without a fundamental rethinking of basic didactic principles, taking into account modern data on neurophysiological learning mechanisms. The proposed theoretical model of a hybrid educational ecosystem based on the neurocognitive principles of cognitive ergonomics, multimodality, adaptivity, and interactivity forms the methodological foundation for designing new educational environments. The practical value of the approach is confirmed by successful examples of its application. Thus, the introduction of neurodidactic strategies in programming training led to a noticeable increase in student academic performance and motivation^[19], and the use of neuroscientific approaches in medical education improved the long-term retention of knowledge among students^[20]. Of course, the neurocognitive approach has limitations and requires careful attention to ethical aspects. Its effective implementation is possible only with the differentiation of methods depending on the age, profile and individual characteristics of students, as well as with the availability of appropriate resources. Nevertheless, an integrative approach to the design of the educational space, taking into account the interrelationship of cognitive, emotional and social aspects of learning, opens the way to the creation of ecosystems that not only increase the effectiveness of learning knowledge and skills, but also contribute to the comprehensive development of the student's personality. In the context of rapid technological and social changes, the integration of the principles of neuroscience into education forms the basis for an adaptive, human-centered learning system capable of effectively training specialists for the digital economy and at the same time preserving the humanistic ideals of education.