Neuropedagogical Technologies for Training Future Primary School Teachers

Abstract

In light of the growing importance of neuroscience experiments and the integration of their methodical findings into adult education, this article proposes neuropedagogical technologies designed for training future primary school teachers. It also introduces a model of such training, which has undergone quasi-experimental verification within a short didactic timeframe in Ukraine’s educational context. The authors critically examined key and supporting neuroscientific theories relevant to neuropedagogy in teacher training, using methods such as pedagogical selection, modelling and quasi-experimental implementation of neuropedagogical technologies. Their findings show that, within just two months, third-year students demonstrated improvements in academic neuromarkers, including engagement, self-management, reflection and effective independent attention-shifting. This allowed experts to subtly adjust personalised learning paths based on clear and consistent neurofeedback, revealing varying levels of process effectiveness. The international relevance of the article stems from the declining interest in neuropedagogy in the Western world, contrasted by the growing enthusiasm in Eastern European countries, which are embracing neuroscientific innovations with fresh perspectives.