COGNITIVE TECHNOLOGIES AS A TOOL FOR OPTIMIZING EDUCATION IN HIGHER EDUCATION

Abstract

The article examines the topical issue of applying cognitive technologies in higher education. It presents a theoretical analysis of the works of A.R. Luria, L.S. Vygotsky, and P.Ya. Galperin, which serve as the methodological foundation for modern cognitive technologies, as well as concepts from neuropedagogy and neurodidactics. The study aims to determine the effectiveness of using cognitive technologies to develop cognitive processes (attention, memory, and thinking) among students training to become educators within the modern educational environment. The research employed theoretical analysis of scientific approaches, a pedagogical experiment (involving control and experimental groups), psychodiagnostic methods (Schulte tables, “Complex Analogies” and “Comparison of Concepts” tests), mathematical-statistical data processing, and surveys. A statistically significant improvement in cognitive functions is observed among students participating in the experiment that integrated cognitive technologies. The results are interpreted from the perspective of neuropedagogy, confirming the effectiveness of A.N. Dakhin’s principles (dominance, cognitive map integrity, feedback/reverse afferentation, and social group learning) within the modern digital context. It is demonstrated that combining traditional and cognitive technologies fosters deep understanding and long-term retention among students of the digital generation. Integrating cognitive technologies into the higher education process significantly enhances the effectiveness of teacher training and lays the groundwork for students’ professional and personal growth.