Contemporary issues of neurodidactics in the practice of inclusive education

Introduction. The application, development, and improvement of neurotechnologies in modern inclusive vocational education, despite its theoretical and practical relevance, remains poorly understood. Current research rarely addresses the challenges of modern digital neurotechnologies in education systematically. Researchers have shown that many neurodidactic ideas in inclusively oriented professional education at the current stage of development are destructive: technologies lack procedural and ideological transparency and a focus on the fundamental tasks of pedagogy as a practice of supporting human (self-)development. Purpose setting. The purpose of the study is to analyze current issues related to the application, development, and improvement of neurotechnologies in modern inclusive vocational education. The study's novelty lies in the development of an integrative theory of the application, development, and improvement of neurotechnologies in modern inclusive vocational education. Methods and methodology of the study. Research method include a theoretical analysis of the application, development, and improvement of neurotechnologies in modern inclusive vocational education. This study represents an attempt to integratively study the application, development, and improvement of neurotechnologies in modern inclusive vocational education. Results. In modern education, the professional development of individuals with disabilities and other educational needs is no
longer viewed as atypical, unusual, or exceptional. Practitioners and theorists are addressing the challenges of their practical resolution, identifying and implementing pathways and methods for professional, personal, and interpersonal development, socialization, support, and advancement in specific life situations. A significant number of researchers and educators in inclusive education place their hopes on the development, implementation, and refinement of digital technologies, including neurodigital ones, for the purpose of establishing connections and overcoming social isolation (exclusion and segregation) among individuals with disabilities. However, the use of modern neurodigital technologies in inclusive professional education can have a number of destructive consequences if their development, use, and refinement do not consider the sociocultural, psychological, pedagogical, and spiritual-axiological aspects of such "improvement" and correction. This is especially important in the context of choosing an ideological and theoretical model of inclusion: compensatory or integrative. Conclusion. We can see the prospects for research into the creation, application, and improvement of neuro-digital technologies in didactic, inclusive-oriented educational
dialogue in the context of creating and expanding ways for students with disabilities to stimulate their potential and abilities, correct existing disabilities, delays, and other developmental disorders to build effective, successful relationships with society: at university, in their future work, at home, etc. Correction and prevention of secondary and tertiary developmental and functional defects of the psyche and body as a whole allows people with disabilities to achieve self-realization and self-actualization. It is also important to understand that the use, creation, and improvement of existing neurodigital technologies is significantly limited by potential dangers, the primary one being the transformation of humans into machines, objects rather than subjects of culture. A posthuman hybrid or cyborg as a biorobot, controlled externally via invasive and noninvasive devices/neural interfaces, is not only a fantasy threat, but also an image that reminds educators and society that education should develop individuals as subjects, including subjects of value-based assessment of professional work and other aspects of life.

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