UDC 378
DOI: 10.36871/ek.up.p.r.2025.05.10.026
Authors
Akhmat A. Karakotov,
Karachay-Cherkess State University named after U. D. Aliyev
Kazbek S. Aybatyrov,
Dagestan State Agrarian University named after M. M. Dzhambulatov,
Republic of Dagestan, Makhachkala, Russia
Nanish Kh. Nurmagomadova,
Dagestan State Pedagogical University named after R. Gamzatov
Republic of Dagestan, Makhachkala, Russia;
Dagestan State Medical University, Republic
of Dagestan, Makhachkala, Russia
Abstract
The article examines current issues of implementing neural interface technologies (BCI) in
educational practice. A comprehensive analysis of the potential of using BCI systems for the cognitive development
of students, personalization of the educational process and objective assessment of cognitive activity
is carried out. Particular attention is paid to the prospects for using neurotechnologies in inclusive education,
including the development of adaptive interfaces for students with disabilities.
In parallel, the key ethical dilemmas associated with the use of BCI in the educational context are considered:
problems of neuroprivacy, risks of manipulation of cognitive processes, aspects of informed consent
and potential social consequences of neuroenhancement. Based on an interdisciplinary approach, principles
of ethical regulation of educational neurointerfaces are proposed, aimed at balancing the innovative potential
of technology and protecting fundamental human rights.
Keywords
neural interfaces, BCI, educational technologies, cognitive development, neuroethics, inclusive education, personalization of learning, neuroprivacy
