Хорижий лингвистика ва лингводидактика 4-jild 5-son (2026) · 430-437-betlar
NEUROPEDAGOGICAL INDICATORS OF STUDENTS IN HIGHER EDUCATION: COGNITIVE, EMOTIONAL, AND BEHAVIORAL DIMENSIONS
Karimov, Rustambek, Каримов, Рустамбек, Karimov, Rustambek
Annotatsiya
The present study examines the neuropedagogical indicators of students in higher education institutions, focusing on cognitive, emotional, and behavioral dimensions. Drawing upon contemporary neuroscience and pedagogical theory, the research identifies and analyzes key neurobiological markers that influence learning outcomes, academic performance, and educational adaptation. The study employs an interdisciplinary framework integrating educational neuroscience, cognitive psychology, and applied pedagogy to investigate how neurophysiological parameters – including attention span, memory consolidation patterns, emotional regulation capacity, and executive function development – correlate with students’ academic achievement. Through empirical analysis ofundergraduate populations across diverse disciplinary backgrounds, the research reveals significant interdependencies between neural plasticity indicators and pedagogical effectiveness. The findings demonstrate that students exhibiting optimized neuropedagogical profiles – characterized by robust working memory, adaptive stress responses, and metacognitive awareness – consistently achieve higher academic outcomes and demonstrate greater resilience to educational challenges. These resultssubstantiate the imperative for neuroeducation-informed curricular design and personalized learning pathways in contemporary higher education.
neuropedagogycognitive developmentemotional regulationexecutive functionsneural plasticityhigher educationlearning outcomesneuroeducation
Metadata manbasi: jurnal OAI-PMH arxivi · Sindex toʻliq matnni saqlamaydi, manbaga havola beradi.