CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
https://masterjournals.com/index.php/crjp
42
VOLUME:
Vol.06 Issue02 2025
10.37547/pedagogics-crjp-06-02-09
Page: - 42-47
RESEARCH ARTICLE
Neuropedagogical Technologies That Develop Analysis,
Critical and Creative Thinking
Khudoykulova Shakhlo Mamaniyozovna
Associate professor of the Department of primary education of the Pedagogical Institute of Uzbekistan-Finland, doctor of
Philosophy (PhD)in Pedagogical Sciences, Uzbekistan
Received:
24 December 2024
Accepted:
26 January 2025
Published:
28 February 2025
INTRODUCTION
Scientific research is being conducted in the world on the
issue of the use of neuropedagogical technologies aimed at
the formation and development of moral views in the
minds of young people. Today, an in-depth study of the
connection between moral education and cognitive,
emotional and social development is of great importance,
since the formation of moral decision-making skills,
responsibility and understanding of social duty in society
in young people is an urgent task for all education systems.
The purpose of the study is to develop and implement
neuropedagogical technologies that develop analytical,
critical and creative thinking.
The task of the study:
- to clarify the essence of neuropedagogical technologies
in the formation of moral views;
- to analyze the advantages of virtual reality technology.
Research and analysis
Neuropedagogical technologies that develop analytical,
critical and creative thinking. The development of critical
and creative thinking in moral education helps young
people make independent decisions and form a responsible
approach to various situations.
The following neuropedagogical technologies used in the
formation of moral views clarified during the study are
effective in strengthening moral concepts in the minds of
young people:
Virtual reality technology (Virtual Reality – VR) creates
new opportunities for young people to more deeply master
moral concepts. This technology creates conditions for
young people to practically consider life situations, make
various moral decisions and play various social roles. With
the help of VR technology, students can pretend to be
involved in various moral dilemmas, conflict situations or
social issues, which supports their emotional, cognitive
and social development.
The advantages of virtual reality technology are as
follows:
ABSTRACT
The article analyzes that neuropedagogical technologies that develop analysis, critical and creative thinking are considered an
important tool for young people in making moral decisions. These technologies are aimed at developing the ability of young
people to deeply analyze moral issues, understand the importance of various aspects and strengthen their own point of view. T he
importance of forming moral views through neuropedagogical technologies is emphasized.
Keywords:
Critical, creative, virtual, neurofeedback, reality, project, person of inclusive education, online counseling, feedback platforms, empathy.
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1. Real-life experiences: Students are exposed to a variety
of social and ethical situations in a virtual environment and
have the opportunity to apply their ethical views in them.
Such experiences develop the ability to analyze and
evaluate them from different perspectives in young people.
1. Empathy and emotions: Through virtual reality, students
can imagine themselves in different roles, for example, as
a person in need or a person fighting for social justice. This
develops in them a sense of empathy and understanding of
the situation of others.
2. The opportunity to make mistakes in a safe environment:
With the help of virtual reality, students can learn from
mistakes, because decisions in a virtual environment do not
have real-life consequences. This allows young people to
try out different ethical decisions and evaluate them from
a right or wrong perspective.
Below are some examples of how virtual reality (VR)
technology can be used in higher pedagogical education to
develop the ethical views of future teachers:
1. Facing various problem situations in the classroom.
Through the role of a teacher in a virtual classroom,
students are faced with various problem situations. For
example, students learn to respond fairly and correctly
when resolving conflicts or disciplinary issues between
students. They are offered different options to solve the
problem and are given the opportunity to evaluate the
social and moral consequences of each choice. Such
experiences are effective in forming qualities such as
patience, respect, justice and responsibility in young
teachers.
2. Working in an inclusive educational environment.
Through virtual reality, students can practice working in
inclusive classrooms. They develop the values of empathy
and equal treatment of all students through experience
working with children with different abilities. For
example, there is an opportunity to try different educational
methods to help a student with disabilities and ensure their
full participation in the lesson process. In this process,
future teachers will strengthen their feelings of love and
empathy.
1. Working with a student who is experiencing difficulties.
In a pedagogical virtual environment, students can try
working with students who are difficult to raise or have
various mental difficulties. In this situation, young teachers
develop such moral values as patience, spiritual strength
and humanity. For example, through virtual reality, a
teacher can conduct additional exercises on how to talk to,
understand and help a student who is showing an
aggressive attitude or is not interested in studying.
2. Observing the rules of ethics and pedagogical etiquette.
Through virtual reality, students practice observing the
rules of etiquette in various pedagogical situations. For
example, for a student who is playing the role of a teacher,
complex questions or tense situations arise from the
student. In such situations, students practically consider
compliance with ethical standards and professional ethics
using various pedagogical approaches.
3. Making ethical decisions within a team. Future teachers
are given the opportunity to participate in various
collective activities in a virtual environment. For example,
in the process of working in a group, they form an attitude
towards students of different ages and abilities, and
implement a sense of justice, respect and responsibility in
teamwork. This helps young teachers develop effective and
humane relationships with their colleagues in the future.
Result
. Such experiences obtained through virtual reality
technology are effective in shaping students' pedagogical
skills, as they help them strengthen empathy, respect,
responsibility and other moral values in real-life situations.
Collaborative Platforms (CP) are online spaces that allow
teachers and students to collaborate, exchange ideas, and
communicate. With the help of such platforms, students
can share their experiences in learning ethical concepts,
provide mutual advice, and exchange ideas on ethical
issues. The use of such platforms in higher pedagogical
education helps to effectively organize the process of
ethical development.
Below, we will consider some examples of the use of
online consultation and exchange platforms in higher
pedagogical education.
1. Discussion forums on ethical issues. In order to develop
ethical views in higher pedagogical institutions, special
online forums can be organized. For example, platforms
such as the "Ethical Issues Forum" are created to discuss
various ethical dilemmas or pedagogical problems. Here,
students can discuss issues related to students, learn their
different points of view, and give each other advice. In this
process, students develop critical thinking and learn to
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approach problems from the perspective of justice and
humanity.
2. Online group projects and presentations. On online
consultation and exchange platforms, students can work in
groups. For example, they work together on projects and
prepare presentations covering specific ethical topics. For
example, when working in a group on the topic “Ethics in
Inclusive Education”, each student expresses his point of
view and consults with each other. Such a process helps to
develop teamwork skills of young teachers and gives them
the opportunity to make the right decisions in various
ethical situations.
3. Remote ethical consultations. Future teachers can
receive advice from experts on ethical questions or
problems on an online platform. For example, the
opportunity to communicate with professors or qualified
educators who provide advice on ethical and pedagogical
issues is created. Such consultations help students to help
them with various ethical issues and develop skills in
adhering to ethical standards in pedagogical activities.
4. Blogs or video blogs for the exchange of ideas. In
pedagogical education, online platforms can be used that
allow students to write blogs or create video blogs on
ethical topics. For example, each student can create a blog
on the topic “Ethical Responsibilities of a Teacher” and
express their opinions. Then, students can exchange ideas
with each other by writing comments on each other’s
blogs. This process helps young teachers develop ethical
views, as well as strengthen their thinking and writing
skills.
5. General consultation on ethical dilemmas. Online
platforms provide opportunities for discussing ethical
dilemmas, and can be used to hold collaborative
discussions between students, teachers, and experts. For
example, general consultations are organized on topics
such as “Maintaining trusting relationships between
students and teachers” or “The principle of justice in
inclusive education”. Such an assistive technology.
Through this technology, students have the opportunity to
monitor their own brain activity and analyze changes in it.
During the neurofeedback process, special devices
measure electrical activity in the brain and reflect its state
in visual or audio form, and through this a person learns to
control the activity of his own brain. This process helps
students develop attention, memory, stress management
and emotional stability.
6. The following are the importance and advantages of
neurofeedback technologies. The discussions prepare
young teachers for communication, strengthen their moral
views and help them make decisions in various situations.
Result
. Online consultation and exchange platforms help
young teachers develop teamwork skills, critical and
creative thinking, as well as the skills to understand and
solve various ethical problems. Through them, students
learn to understand ethical concepts more deeply, apply
them in life, and respond appropriately in various social
situations.
Neurofeedback technologies (NF) — monitor the activity
of the human brain and control various cognitive and
emotional processes through brain waves:
1. Increasing attention - through neurofeedback, students
learn to correctly direct their attention and maintain it for a
long time. This process is especially useful in moral
training that requires maintaining attention and a high level
of concentration on tasks.
2. Forming emotional stability - with the help of
neurofeedback, students develop the ability to better
understand their emotions and manage them. This method
helps to maintain patience and impartiality in moral
situations.
3. Improving memory and cognitive abilities - the
neurofeedback process helps to strengthen memory,
effectively
process
information,
and
deepen
the
assimilation of moral views.
Below we will consider some examples of the use of
neurofeedback technologies in higher pedagogical
education.
1. Maintaining attention during the analysis of ethical
issues. Students in the pedagogical direction often analyze
various ethical and social issues. With the help of
neurofeedback, students learn to maintain attention and
achieve a full understanding of each aspect in the process
of analyzing complex problems. For example, a teacher
gives students several topics related to ethical dilemmas
and asks them to develop their ability to pay attention and
maintain attention for a long time using neurofeedback.
2. Stress management and patience training. In pedagogical
education, various stress management trainings can be
CURRENT RESEARCH JOURNAL OF PEDAGOGICS (ISSN: 2767-3278)
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45
conducted for students. Using neurofeedback, students
monitor their stress levels and try to reduce them. For
example, at the pedagogical faculty, students undergo
special neurofeedback trainings to develop patience and
stress management skills. With the help of such trainings,
young teachers learn to control their emotions in different
situations.
3. Increasing emotional stability in adhering to moral
principles. With the help of neurofeedback, students learn
how to behave in the process of making various moral
decisions by monitoring their emotions and brain activity.
In the pedagogical direction, students are trained in making
moral decisions through various simulations or role-
playing games. Through neurofeedback, they learn to
control their emotions and objectively evaluate different
points of view, which helps them to be emotionally stable
in pedagogical activities.
4. Training aimed at improving memory and analytical
skills. In ethical topics or situational analysis in education,
young people need to strengthen their memory and
analytical skills. With the help of neurofeedback
technologies, they participate in special training aimed at
improving memory. In the process of pedagogical
education, young people, for example, develop memory
and analytical skills through neurofeedback methods,
remembering various difficult situations and dilemmas and
finding solutions to them.
Result
. Neurofeedback technologies are an effective tool
used in higher pedagogical education to support the
cognitive and emotional development of students. With the
help of these technologies, students have the opportunity
to develop the patience, memory, critical and creative
thinking skills necessary not only to understand moral
concepts, but also to apply them in practice in life.
Audiovisual Simulations (AS) are one of the technologies
used to effectively master ethical concepts and decisions in
the educational process, which allow for the realistic
representation of various situations using visual and audio
tools. This technology helps young people to practically
observe complex social and ethical issues, analyze them,
and make the right decisions. Audiovisual simulations
engage students more than written or theoretical lessons,
delivering educational materials in a lively and realistic
way.
The importance and advantages of using audiovisual
simulations are as follows:
1. Real-life experience - with the help of audiovisual
simulations, young people see how various social, ethical,
and professional situations can manifest themselves in real
life and gain a deeper understanding of them. This method
is important in the practical mastery of ethical concepts.
2. Understanding through emotions – audiovisual
simulations help young people to master moral concepts
through emotions, as realistic sounds and images evoke
feelings of empathy, respect and responsibility in young
people.
3. Understanding different perspectives – simulations
show young people different perspectives and encourage
them to understand complex social or moral problems from
different angles. This develops young people’s critical and
creative thinking skills.
Below we will consider examples of the use of audiovisual
simulations in higher pedagogical education.
1. Demonstration of moral dilemmas in practice. In the
process of pedagogical education, students are shown
various moral dilemmas through audiovisual simulations.
For example, young people are shown video plots or
multimedia clips on problems between teachers and
students, social relations, issues of justice or responsibility.
Students observe the actions of various characters and their
consequences, analyzing them from a moral perspective.
2. Teamwork with students through simulations.
Audiovisual simulations are also effective in organizing
group discussions and analysis activities. For example,
students are shown a simulation on the conflict of public
interest or personal interests in team work, and then they
are asked to draw a collective conclusion on this issue.
Such activities help young people to strengthen their sense
of respect, responsibility and justice in team relations.
3. Simulations that develop empathy. With the help of
audio-visual simulations, students can be taught to
understand the feelings of different characters and
approach them with empathy. For example, students are
shown videos depicting various difficult situations in
people's lives. They learn to approach different people and
situations with empathy, to understand different feelings.
This process helps young people to form moral views and
adhere to them.
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4. Real-time observation of the process of making moral
decisions. In higher pedagogical education, students are
shown situations related to various events and phenomena
and are asked to make quick decisions. For example,
through simulations, students learn what decisions to make
in various ethical situations. This helps them think quickly,
critically analyze, and make the right decisions.
Conclusion. Audiovisual simulations are an effective tool
used in higher pedagogical education to deepen their
understanding of ethical concepts, apply them in various
social relationships, and build emotional stability in young
people. This technology allows young people to
understand events and form their own opinions, as well as
develop the feelings necessary to correctly apply ethical
concepts in life.
Ethical Debates on Social Media (EDSM) allow young
people to openly express their opinions on various social,
moral and cultural issues, defend them and understand
different perspectives. Social media platforms for ethical
debates (e.g. Facebook groups, Twitter, Instagram or
special education platforms) serve as an important tool for
developing critical and creative thinking among students.
Such discussions help young people to explore different
opinions on real-world moral and social issues and to form
their own perspectives in a unique way.
Advantages of using ethical debates on social media:
1. Real-time exchange of ideas - through social media,
students can express their opinions on various topics in real
time and receive responses. This develops their skills in
quickly understanding problems, approaching them
critically and justifying their views.
2. Strengthening moral views - social media helps young
people to understand their own moral views more deeply
by expressing their own views on various moral issues and
studying the views of others. They learn to accept and
respect different opinions in society.
3. Developing feelings of empathy and respect - moral
discussions help young people to understand the opinions
of other people and treat them with respect. This develops
empathy, humanity and responsible relationships in young
people.
Below we will consider examples of the use of moral
discussions on social media in higher pedagogical
education.
1. Discussions of moral dilemmas. In pedagogical
education, students are assigned to discuss posts or videos
presenting moral dilemmas on social media. For example,
a teacher writes a post or publishes a video about the
conflict between public interests and personal interests,
and students must express opinions from different sides.
This method helps young people understand complex
ethical issues and justify their views.
2. Open discussions on topics. By creating a special group
or page on a social media platform, students can discuss
ethical issues. For example, discussions are organized on
topics such as human rights, environmental protection, or
justice in education. Students express different opinions
and evaluate different points of view. This process serves
to guide young people towards social responsibility.
3. Encourage the exchange of ideas and critical thinking.
The use of social media in higher education is an effective
tool for developing critical thinking in young people. For
example, students are asked to read an article on an ethical
topic and express their opinion on this topic on social
media. Each student evaluates their own opinions and the
arguments presented with a critical approach, which helps
them to understand their own ideas more deeply.
RESULTS AND CONCLUSION.
Based on the above analysis and the proposals made, the
following conclusions can be drawn:
-Ethical discussions on social media serve as an important
platform for young people to understand and apply moral
concepts more deeply. Such discussions increase the social
responsibility of young people and instill in them values
such as respect, humanity and solidarity in various moral
and social issues. In this way, moral education can be
organized more effectively in the process of higher
pedagogical education.
-The important role of neuropedagogical technologies in
the formation of moral views was analyzed.
-The neuropedagogical approach allows you to direct
moral education in accordance with the cognitive and
emotional development of young people. In this case,
through role-playing games, simulations, situational
analysis, reflection, as well as technologies that develop
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analysis, critical and creative thinking, young people will
more deeply understand moral concepts and form the skills
to behave correctly in various social relationships.
-Ethical methods help to strengthen young people's ability
to correctly assess ethical issues, make independent
decisions,
and
feel
personal
responsibility.
Neuropedagogical technologies serve as an effective tool
for developing young people's ethical views through
creative approaches and critical thinking.
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