The use of portable neurotechnological devices as a reliable tool for cognitive research in education
DOI:
https://doi.org/10.33910/2686-9527-2026-8-3-398-406Keywords:
cognitive research, pedagogical neuroscience, neurotechnology, neurotypical children, educationAbstract
Introduction. Education systems in developed countries face serious challenges stemming from digitalization, declining physical activity, and increased screen time among children. These factors contribute to lower academic performance, rising functional illiteracy, and high levels of distractibility in students. In response, there is a growing need for novel approaches to diagnosing and remediating cognitive functions. One promising avenue is the application of neurotechnologies based on brain-computer interfaces. The purpose of this article is to review research on the use of portable neurotechnological devices in educational practice, with an emphasis on the Bulgarian experience.
Materials and Methods. The paper employs a review of the scientific literature on the application of neurotechnologies (EEG, photobiomodulation, transcranial stimulation) in educational neuroscience. Special attention is devoted to analyzing the Bulgarian experience in implementing these methods.
Results. Contemporary portable neurotechnologies (both measuring and modulating) have been shown to enable noninvasive recording and remediation of brain bioelectric activity, with demonstrated improvements in attention, memory, and analytical-synthetic functioning. The reliability and safety of devices such as MUSE, Emotiv, BrainBit, and Vielight have been confirmed by numerous international studies. Bulgaria has accumulated 15 years of positive experience with these techniques at the Medical and Pedagogical Center in Stara Zagora. Working with over 600 children with learning difficulties and developmental disabilities has shown significant improvements in their cognitive functions and emotional state.
Conclusion. Portable neurotechnologies can serve as a reliable tool for psychologists and educators. Their integration into educational practice requires further dissemination, specialist training, and adherence to ethical standards. The convergence of psychology, neuroscience, and engineering opens new avenues for supporting student development.
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