The aim of the article is to determine the philosophical and ethical dimension of the use of neurotechnologies in higher education. The objectives of the study are focused on distinguishing the problem of neuroethics from the broader trend of technological solutions. The philosophical foundation of the research is reduced to ethical reservations regarding the status of neurotechnologies in education, which are considered alongside the epistemological endorsement and existential uncertainty of this instrument. The research methodology is concentrated around an analytical cluster of general scientific and philosophical approaches. The scholarly vectors of comparative and discourse analysis are supplemented by corresponding philosophical cases of dialectics and synergy. The results of the study indicate the formation, within the contemporary scientific and philosophical worldview, of a balance between the technological characteristics of neuroactivity in higher education and the worldview-based and mental regulative principles governing its application. The role of neurotechnologies is realised through cases of neuromonitoring, neurointerfaces, and cognitive enhancement, which demonstrate an unequivocal influence on the cognitive potential of participants in the educational process. The philosophical and ethical dilemma points to the need to protect self-identity from an aggressive external factor. Under posthumanist conditions of the blurring of human essence and the sociocultural dominance of pragmatic solutions, the crisis of self-identity deepens. Neurotechnologies may shape two scenarios of influence on the human-centred development of science and philosophy: a radical one, involving the replacement of human cognitive potential by technological solutions, with a partial or complete loss of identity; and an evolutionary one, in which they acquire the status of an epistemologically active instrument that expands the human intellectual and emotional repertoire without threatening the existential constants of human essence and nature.
The article reveals the social vision of the higher education space. The role of modern digital technologies and the electronic digital environment in higher education for the formation of intercultural communicative competence of students is shown. The analysis of students' communicative competence, carried out by us at the ascertaining stage, showed a predominantly low and insufficient level of development of the outlined competence. It allowed us to substantiate pedagogical conditions, design further experimental work, and develop a system of methodological support for the formation of students' communicative competence in the socio-cultural environment of higher education. The results on the formation of students' communicative competence indicators at the control stage indicate a significantly greater effectiveness of the formative experiment in the experimental group, where almost half of the students achieved a high level of communicative competence across all identified criteria. In contrast, in the control group, this indicator is only a quarter of the total number of students. The effectiveness of the conducted formative experiment is confirmed by statistical analysis using the Student's t-criterion. The obtained results allow us to speak about the effective and necessary implementation of the developed pedagogical conditions and system for the formation of students' communicative competence.
Research objective: to provide a theoretical rationale for, and experimentally verify, the developed pedagogical conditions and the system for fostering students' digital competence during their professional training. Analysis of data obtained during the baseline (formative) experiment revealed that students in both the control and experimental groups predominantly demonstrated initial or intermediate levels of digital competence. This showed the limited effectiveness of the existing process for fostering digital competence in higher education and highlighted the need to implement the proposed pedagogical conditions and the author's system for developing digital competence through mobile applications in the educational process. Aggregated data from the formative experiment regarding the digital competence of students in the experimental group indicate significant positive dynamic changes in the overall level of competence. The most substantial changes in the experimental group occurred at the initial level, whereas changes in the control group were negligible; this confirms the effectiveness of the system and pedagogical conditions we proposed. We performed statistical processing of the experimental results using Pearson’s chi-squared (χ²) test to substantiate the claim that the obtained results were not due to chance.
The study addresses the problem of developing university students’ soft skills through an integrated system of innovative educational technologies. The aim was to develop and experimentally evaluate a methodological system and pedagogical conditions for enhancing students’ soft skills in higher education. A four-stage pedagogical experiment was conducted from 2021 to 2025 and involved 387 university students, including 194 students in the experimental group and 193 in the control group. Students’ soft skills were assessed according to motivational, cognitive, activity, and reflective criteria and classified into four levels: low, reproductive, search, and creative. During the formative stage, the experimental group participated in an integrated intervention combining educational hackathons, project-based activities, simulations, business and role-playing games, professional discussions, digital collaboration tools, artificial intelligence, virtual reality, and gamification. The results demonstrated substantially greater positive changes in the experimental group than in the control group. Mean scores in the experimental group increased by 0.62 points for the motivational criterion, 0.56 for the cognitive criterion, 0.76 for the activity criterion, and 0.68 for the reflective criterion. The overall pre–post difference in the experimental group was statistically significant (t = 12.192, p < .05). At the final stage, 57.73% of students in the experimental group demonstrated search or creative levels of soft skills development, compared with 42.49% in the control group. The findings indicate that participation in the integrated system was associated with greater improvement in university students’ soft skills than participation in regular educational activities.
The necessity of developing the design and modeling competence of future specialists in the digital environment of higher education, along with its components and structure, is demonstrated. The role of the digital environment in higher education in the development of design and modeling competence is demonstrated. The approaches widely used in the digital environment of higher education as a basis for the development of design and modeling competence are outlined. The state of formation of design and modeling competence of future specialists in the digital environment of higher education is characterized. The results of the ascertaining experiment have shown the need to update the higher education curriculum and to conduct a special experimental study at the formative stage of the study. A comparative analysis of the results (qualitative and quantitative) of the final sections of the levels of formation of all components of the outlined competence in respondents, the positive dynamics of its formation convincingly proves the effectiveness of the developed experimental system of training students in the digital environment of higher education and pedagogical conditions. The study allowed us to identify the main ways of developing the outlined competence in the digital environment of higher education among future specialists.
