About this Special Issue

"Neuroscience, Artificial Intelligence, and Innovation in Education"

The April 2025 special issue of BRAIN. Broad Research in Artificial Intelligence and Neuroscience explores the dynamic intersection of neuroscience, artificial intelligence (AI), and educational innovation. Under the theme "Neuroscience, Artificial Intelligence, and Innovation in Education", this issue brings together 34 peer-reviewed contributions from a broad range of disciplines, regions, and perspectives.

The articles in this volume reflect the expanding role of AI and cognitive science in reshaping how we understand learning, teaching, and human development. From the neurophysiological challenges in inclusive preschool education, to AI-based pedagogical tools, generative AI, digital biomarkers, and agentic AI in STEM, the authors illustrate how emerging technologies are not only tools, but catalysts for reimagining education.

Topics such as:

• neuropedagogical strategies for teacher training,

• AI in language learning and critical thinking development,

• the impact of digitalization on educational quality, and

• the ethical and psychological implications of AI in education,
  demonstrate the multifaceted influence of neuroscience and AI on learners, educators, and institutions.
  
  

The issue also features work on cognitive stimulation in psychiatric contexts, AI in medical education, digital folk choreography, and even AI’s role in rethinking criminal responsibility—showcasing the rich interdisciplinary fabric of today’s research landscape.

Through this collection, we highlight not only technological advancement, but also a commitment to inclusive, ethical, and learner-centered education in an era of rapid change. Our aim is to provide a resource for researchers, educators, and policymakers who are navigating the profound transformations in how we teach and learn.

We extend our gratitude to all authors and reviewers whose work made this issue possible. We are confident that the ideas and findings shared in this volume will inspire new research directions and practical applications across disciplines.

This article focuses on the current concerns of educating children with special needs in an inclusive setting. It delineates the fundamental contrasts between integration and inclusion, portraying the challenges of the transition period and the possibilities for further progress of inclusive education. Consequently, the aim is to determine the neurophysiological features of personality development in the process of inclusive education in preschool institution. Changing approaches to teaching and education of children is aimed at the formation and development of socially active personality with skills of socially adaptive behaviour of mobile economy. The content of the key concepts of the study is defined. One of the ways to achieve this purpose is inclusive education. Theoretical and methodological foundations have been formed on the basis of scientific research on this issue. The methods of synthesis, analysis, exploratory, scientific, explanatory and descriptive methods were used for effective research. The results do not exhaust all possible aspects, but represent a significant contribution to the study of neurophysiological features of personality development in inclusive education.

In light of the growing importance of neuroscience experiments and the integration of their methodical findings into adult education, this article proposes neuropedagogical technologies designed for training future primary school teachers. It also introduces a model of such training, which has undergone quasi-experimental verification within a short didactic timeframe in Ukraine’s educational context. The authors critically examined key and supporting neuroscientific theories relevant to neuropedagogy in teacher training, using methods such as pedagogical selection, modelling and quasi-experimental implementation of neuropedagogical technologies. Their findings show that, within just two months, third-year students demonstrated improvements in academic neuromarkers, including engagement, self-management, reflection and effective independent attention-shifting. This allowed experts to subtly adjust personalised learning paths based on clear and consistent neurofeedback, revealing varying levels of process effectiveness. The international relevance of the article stems from the declining interest in neuropedagogy in the Western world, contrasted by the growing enthusiasm in Eastern European countries, which are embracing neuroscientific innovations with fresh perspectives.

This article addresses the important issue of evaluating the adaptive capacity of preschoolers with special educational needs, focusing on their inclusion alongside typically developing peers. It provides a theoretical analysis of the concept of "children’s adaptive capacity." Educating children with special educational needs requires a multifaceted approach, which includes creating an environment specifically designed for their correction and growth. This environment aims to provide equal opportunities and incorporates specialised educational standards tailored to each child's unique needs. It also follows therapeutic, educational, and developmental programs to promote social adaptation and address developmental challenges. Furthermore, the article explores how children with special educational needs adapt within inclusive resource centers. This includes their adaptation to the specialists conducting assessments, the physical environment, and the methods employed. It explores the challenges of implementing inclusive education and integrating children with special needs into mainstream schools. Finally, the article examines the research foundation and the profiles of respondents involved in studying children’s adaptation to specialists, environments and assessment methods.

The article analyses health technologies in the physical education of children at the current stage. During the analysis of scientific sources, it was established that the main priorities are the development of new, most adequate programs, the search for the most effective methods of healthy physical education of children. The most priority directions of research work have been determined, in particular, the neuroscientific aspects of the work have been formed.

The relevance of scientific work is determined by the need to popularise physical education. In the conditions of the restructuring of the national system of general secondary education, the innovative activity of general educational institutions, which is characterised by systematic experimentation, testing and application of innovations in the educational process, is of great importance. The study analysed theoretical and methodological approaches to the formation of physical health. In particular, the article analyses the neuroscientific context of studying the problem. Concepts and terms on the specified issue have been formed. In order to determine the most pressing problems of education in the implementation of educational standards, a number of scientific opinions were studied, which formed the key questions of the research. So, work results achieved with the help of appropriate methods and technologies were designed. Scientific research is the basis for the formation of key trends in the study of physical education and the foundations of health formation. Research, scientific, descriptive and explanatory methods were used to achieve the results. The method of synthesis and analysis was also used. The results of the study do not exhaust all possible goals, but they testify to the importance of the formation of physical health.

Thesignificance of this article lies in the transformative impact of computer information technologies and electronic learning (hereinafter “e-learning”), offering numerous advantages. The primary objective is to underscore the benefits of integrating information technologies and e-learning for creating multimedia content in physical education courses. This integration occurs within an e-learning platform, emphasising its role in shaping teaching excellence. The Internet has greatly accelerated educational development, providing diverse learning opportunities anytime and anywhere. While e-learning has become a prominent educational trend, particularly in reducing the burden on teachers, existing systems primarily focus on general subjects such as linguistics, mathematics and management. Notably, the field of physical education deserves attention in the e-learning landscape, given the pivotal role of athletic training in daily life. The article outlines the role of e-learning in enhancing teaching excellence. It describes the use of e-learning platforms and software in physical education pedagogy. Finally, the article explores the application of computer technologies, automated learning and software in this field.

This article examines the impact of digitalisation on education, particularly the integration of artificial intelligence technologies within the educational framework. It highlights the swift adoption of AI and the corresponding expectations placed on all stakeholders involved in the learning process. It is essential for educational institutions to recognise and adapt to these digital changes, as training the workforce and fostering a progressive society are vital for a nation's innovative growth. The article also identifies key elements related to how digital technologies influence the educational structure. It highlights a range of potential challenges that educational organisations may face during the transformation process. The article explores the main areas and directions of artificial intelligence application in education and, using examples from other social sectors, sheds light on the potential risks associated with it.

This study explores the use of simulations to analyze the performance of predictive neural network models applied in healthcare, specifically in estimating medical treatment costs. The simulation uses synthetic data generated for 30 days, with variables such as treatment cost, disease severity, and patient waiting time. Three neural network models — Feedforward NN, LSTM NN, and 1D CNN — are employed for cost prediction, and their performance is evaluated using the Mean Absolute Error (MAE), Mean Squared Error (MSE) and Root Mean Squared Error (RMSE) metrics. In addition to numerical evaluation, a series of detailed visualizations are created to analyze the relationships between variables and to compare the accuracy of each model. The results indicate that the 1D CNN achieves the best performance, demonstrating its potential for real-life clinical applications. The study also highlights the utility of simulations for testing predictive methodologies in fields where real-world data may be limited.

The article outlines the overarching trends and forthcoming evolution of world music pedagogy in the information society, underscoring the fusion of digital tools, neuroscientific principles, and worldwide viewpoints in music education. It aims to study neuroscientific fundamentals of amalgamating information technologies into music pedagogy, scrutinise ongoing trends, and anticipate future trajectories and challenges in technologically advanced societies. Research methods include literature review, historical-typological analysis, relative selection of promising educational technologies, and educational and prognostic-futurological modelling, followed by systematic organisation. Consequently, the article justifies the expanding synergy between traditional instructional approaches and current digital platforms, alongside dynamic methods of establishing neurosocial microenvironments to augment music education in the digitally interconnected landscape. The culmination involves synthesising neuroscientific principles, offering educational perspectives grounded in embodied cognition, artificial intelligence, and gamification, implementing a security protocol, and forecasting immediate and long-term developments in music pedagogy in the information society. These insights are expected to optimise the use of technologies as a way of enhancing music education and fostering comprehensive neurocommunication within empathetic learning communities while mitigating ethical, legal, and health-related risks.

The article is focused on the following three scientific and applied activities: research into motion capture technologies, analysis of applications for AI video synthesis, and developing a methodology for creating digital choreographies of Bulgarian folk dances. The possibilities for automation through AI and MoCap were assessed, including extraction, adaptation, and synchronisation of choreographic movements with virtual avatars using retargeting technologies. When analysing the leading AI-based applications for markerless MoCap, it was found that they differ in the detail of motion capture, complexity of use, hardware and software requirements. Methods for 3D reconstruction of people from images, significantly facilitates the process of 3D modelling but require specific additional animation settings that improve their work, especially when used to create realistic movements in a digital environment. Automated rigging and animation tools are extremely useful for rapid prototyping, although in some cases additional processing is required to achieve realistic movements. Effective software solutions were identified, a comparative analysis of different AI tools was made and recommendations for the selection of technologies were proposed, based on their purpose, degree of complexity, need for additional software/hardware, price and compatibility with Motion Capture. Based on this research, a step-by-step methodology for creating digital choreographies of Bulgarian folk dances was developed. It integrates MoCap, AI-based tools and automated animation techniques. 

The relevance of this study stems from Russia’s war against Ukraine, along with the threat of the spread of COVID-19, necessitating an urgent transition to distance learning. This shift serves as a crucial measure to mitigate risks that endanger the lives and health of students. All face-to-face lessons (lectures, seminars, and laboratory work) are being moved to the virtual learning environment under these circumstances. Since the organisation of distance learning differs significantly from traditional face-to-face education, teachers must radically adapt the learning process, considering the neuropsychological and neuropedagogical aspects of learning foreign languages remotely. The article also explores the introduction of distance learning technologies for teaching foreign languages in educational institutions. It reviews the experiences of international researchers who use electronic educational resources, as well as discusses the current stance of Ukraine’s educational institutions on distance learning technologies in foreign language teaching. Finally, the article outlines the neuropsychological and neuropedagogical aspects of foreign language distance learning and examines the experience of organising blended learning for foreign languages based on e-learning resources. The conclusions of the article are intended for educators and curriculum developers.

The article investigates that in Ukraine there are a number of regulatory documents aimed at supporting the use of artificial intelligence (hereinafter referred to as AI) in education and in various industries, starting from October 2019. The advantages and risks of using generative AI technologies are substantiated. The advantages and risks of using AI technologies in the educational process of professional training of higher education students and the education system are characterised. Using the example of practical work and generation tasks in Adobe Firefly with AI, it was found that the task program with abstract concepts (on the example of the Ukrainian fairy tale ‘About Truth and Wrong’) failed to generate images. At the same time, the author's fairy tale with real literary characters ‘The Princess on the Pea’ by Hans Christian Andersen was generated. The article also discusses the challenges that were identified when the programme performed the task of generating images for the query ‘Artificial intelligence and humans: good or evil? A series of images‘, which, in the authors’ opinion, require a thorough study by professional annotators. The authors have analysed the JourneyDB program and the Midjourney AI program, which runs on the JourneyDB platform. The results of a survey of pedagogical and scientific workers concerning the ethical aspects of AI in education are analysed. The paper contains an analysis of opportunities and new challenges in the field of AI application in education and other industries The authors conclude that the existing models of developed AI generative programs require more comprehensive testing before they can be launched for mass use. If inaccuracies are found in the results of generations, they recommend changing the data on which they operate (changing the DataSet). We believe that generative AI technologies in education have a promising and rapid future. Generative AI technologies require research into their broader capabilities and challenges.

This article is an attempt to understand the human body's reaction to the perception of vocal-choral works. The power of music during vocal and choral performance is that it bypasses the mind and penetrates directly into the soul, brain, and subconscious mind, affecting the human mood. Depending on the content, music can evoke a wide variety of feelings, urges, and desires in a person. It can relax, soothe, revitalise, irritate, etc. There are also such influences that bypass consciousness, settle in the deep structures of our brain, and make up a significant part of our meanings and motives. Undoubtedly, the role of singing and choral singing in the construction of the human “Ego” and its behaviour cannot be overestimated: Our inner world is influenced by many factors, both external and internal. It cannot be denied that they participate in the development of consciousness. Sounds with different frequencies affect a person differently, which is directly related to the rhythms of the brain. The brain receives auditory information through the organs of hearing and analyses it, comparing it with its own rhythms. Each person has their own rhythm with frequency. This is why we have such different musical tastes. Scientific research confirms that vocal and choral singing improves neuroplasticity and promotes attention, memory, and coordination. Singing together also stimulates the production of dopamine and oxytocin, which increases motivation and social interaction. It is important for the development of emotional intelligence and stress tolerance. The article proves the artistic role of vocal-choral singing; it is determined that vocal-choral performance is a powerful tool of neuro-education; the ways of development of vocal-choral performance in neuro-education are investigated; the methods and techniques of development of vocal-choral performance in neuro-education are highlighted.

The article is devoted to the current trends in the neuropedagogical field, in particular, the healthcare culture formation among students and the role of educational mentoring as an effective tool to motivate students to achieve this task. Mentoring is defined as a neuro-pedagogical category because it satisfies the natural needs of the student’s brain for learning and cognition, based on experience, establishing patterns and creating an emotionally favourable and practically oriented learning environment. In the context of the globalised world and current challenges such as the COVID-19 pandemic, distance learning, and war, the issue of developing a culture of student health is becoming increasingly important and needs to be considered not only as a medical but also as a psychological and educational problem. The motivation of students to a healthy lifestyle plays an important role in this process, as it contributes to the self-regulation of their behaviour and the formation of a positive attitude towards their own well-being. A pedagogical model of motivation for the formation of a health culture, including tasks, competencies, and motivational techniques, is developed. The possibilities of applying the model with the help of AI are indicated. The study confirms the effectiveness of the model through a pedagogical experiment, the results of which show that after its completion, even the least motivated students show greater interest in health. The article outlines prospects for further research aimed at deepening motivational practices among young people.

The purpose of this study is to assess the association between digital biomarkers on diet compliance and other health-related outcomes in adults willing to change their eating behaviours. This study employed a mixed-method, cross-sectional design with 100 participants over three months. Basic demographic and clinical data were obtained, and self-monitoring was done using digital biomarkers of diet and physical activity. The dietary compliance level was measured pre- and post-intervention using a dietary questionnaire. Quantitative analyses included paired t-tests, correlation, regression, and mediation analyses to assess the impact of digital biomarkers on nutritional and health outcomes. There was a statistically significant improvement in dietary adherence scores post-intervention (t = 9.61, p < 0.001). A positive relationship was found between digital biomarker use and diet consumption (r = 0.45, p < 0.001) and weight loss (r = 0.32, p < 0.05). Regression analysis indicated that baseline dietary adherence and biomarker use were significant predictors of weight loss (F (1, 22) = 7.92; p < 0.001 and F (1,22) = 7.69; p < 0.01), though the model explained only 20% of variance, suggesting other influencing factors. This study identified usefulness, motivation, and responsibility as key themes related to digital biomarker use. Digital biomarkers hold potential for enhancing personalised nutrition interventions and adherence to dietary recommendations. Future research should focus on data privacy, user involvement, and improving AI algorithms for clinical implementation.

This study explores the impact of the e-administration platform eAsistent on digital literacy and cognitive gains in 150 high school teachers at school center Šolski center Novo mesto, Slovenia. Results indicate that engagement with eAsistent enhances digital literacy by improving users’ ability to navigate digital tools efficiently, strengthens digital inclusion by fostering confidence in digital environments, and contributes to problem-solving and adaptability in digital tasks. Principal Component Analysis (PCA) revealed that intuitive platform design significantly contributes to cognitive engagement, with distinct user profiles emerging based on digital competence. Findings suggest that the platform eAsistent can serve as cognitive tool fostering͏ efficiency and problem-solving͏ skill ͏in education settings.͏ However, the study’s cross-sectional design limits the ability to draw definitive causal conclusions, highlighting the need for further research to assess long-term cognitive impacts.

The aim of this study is to reveal how students' questioning skills have improved as a result of the use of AI according to university students' opinions and how the interaction is as a result of the use of AI. Qualitative research methods were also used in the study. The qualitative study group of the study was formed with a total of 240 education faculty students in the December 2024 period. The students who participated in the study were selected according to the purposive random sampling method while creating the study group. According to the views of the stakeholders, in terms of the findings on how AI has improved questioning skills as a result of its use, it can be said that it provides opportunities especially in language processing and information access, offers different types of questions, and provides important contributions to students' learning by asking correct and effective questions. It has been observed that with the use of AI students can gain the ability to ask questions in a more accurate and meaningful way over time.  Since AI gives variable answers according to the way of asking questions, we can say that it provides very positive contributions to the questioning skill since the questions should be asked more properly and understandably in order to get exactly the desired answers. It is understood from the participant views that students can expand the ways to access information as a result of the use of AI, thus enabling students to think more deeply and thus enabling the development of questioning skills. In terms of the findings regarding the contribution it put forward regarding providing interaction as a result of the use of artificial intelligence, it is understood from the participant views that due to the fact that artificial intelligence does not provide sufficient interaction on students, students argue among their friends, and instead of socialising by talking, students ask their questions to AI, and therefore the interaction that should be with their friends cannot be provided. We can say that students can develop their questioning skills based on the questions suggested by AI, and that it also contributes greatly to the development of their solution-finding skills by seeking solutions to questions.

The article discusses the development of critical thinking in schoolchildren. This topic is significant because critical thinking is an essential cognitive skill that helps children adapt to society, engage in meaningful communication, respond effectively to various situations, and feel a sense of accomplishment. The article aims to define critical thinking, identify the characteristics of individuals who think critically, examine tools for promoting critical thinking in schoolchildren, highlight the relationship between neuroscience and critical thinking, and present effective strategies for fostering its development. Research methods include a detailed analysis of scientific literature and systematic analysis. Research methods include a detailed analysis of scientific sources, as well as systematic analysis. Research in this field confirms that critical thinking is a higher-order cognitive process that requires individuals to engage in intellectual self-improvement actively. It follows that schoolchildren with well-developed critical thinking skills can analyse information, assess arguments, and accept or reject ideas based on evidence rather than personal assumptions. The article also provides strategies for educators to enhance critical thinking in the educational process.

The article examines theoretical approaches and neuro-pedagogical aspects of methods and techniques used to enhance the quality of teacher preparation for contemporary lessons. Based on scientific articles, methods for teacher preparation in the context of innovation are analysed. Approaches to organising the educational process and addressing how teachers can effectively present educational material in an era of unlimited information are discussed. The article explores theoretical aspects of teacher preparation for modelling modern teaching. The model is viewed as a logical scheme of phased interaction between the teacher and students during a lesson. Examples of technologies, including neural networks in teacher preparation for modern lessons, aimed at organising learning activities to develop students' universal competencies are presented, and the teacher’s role in applying various teaching methods is defined. As the education system constantly evolves and technologies plus teaching approaches develop, it is essential to explore how pedagogical methods, traditional approaches, and innovations can interact to achieve optimal results. One of the challenges is adapting traditional methods to modern conditions. In particular, it is necessary to examine how traditional pedagogical strategies, such as lectures, discussions, or visual aids, can be effectively combined with new technologies to maintain their effectiveness in the context of digitalised education.

The general objective of this research is to investigate students' attitudes towards artificial intelligence (AI) in relation to a series of socio-demographic data such as age, gender, university year, general level of familiarity with technology, and the attitude of the social group. The purpose is to identify the characteristics of students that could serve as predictive factors for their attitude towards AI and to outline directions for strategies aimed at efficiently managing their relationship with AI products. The results, obtained through the application of the ATTARI-12 scale (Stein, et al., 2024) on a sample of 87 students from three faculties in Bucharest and processed using IBM SPSS Statistics v23, showed statistically significant correlations between the socio-demographic data (age, year of study, and social group attitude) and the attitude toward AI, and that these are also factors that predict students' attitudes towards AI by 82%. The results also highlight that the age group 25-34 has the most open attitude toward AI, and that there are significant differences in this attitude depending on the social group attitude. Although the research objective was achieved, due to the small number of subjects, this study represents a pilot study with associated limitations, such as the inability to generalise conclusions. Instead, the findings serve to guide strategies for the efficient management of AI-related interactions while adhering to ethical principles.

In recent years, the integration of technology into mental health interventions has shown promising results. This retrospective study analyses the efficacy and efficiency of computer-assisted cognitive stimulation (CACS) among a group of 92 psychiatric patients, of whom 32 were randomly selected to benefit from a personalised intervention. Data were collected on demographic variables (age, education level, urban/rural area), psychiatric diagnoses, therapeutic regimens, and scores on validated psychometric scales, Mini Mental State Examination (MMSE), and Montreal Cognitive Assessment (MoCA), assessed before and after the intervention. Detailed metrics related to the training modules, such as the number of sessions, level achieved and duration of each session were also analysed. The results indicate statistically significant increases in MMSE (from 22.94 to 24.31, p < 0.001) and MoCA (from 22.06 to 24.22, p < 0.001) scores after CACS therapy, highlighting notable improvements in cognitive functions. The robust correlations between changes in scores suggest a positive impact of the intervention on cognitive performance.  However, the retrospective nature of the study imposes certain limitations such as the potential influence of confounding variables, the lack of rigorous control of the intervention and the impossibility of establishing direct causal relationships. In addition, these results support the opportunity to integrate artificial intelligence (AI) components in the development of educational interventions in mental health, opening new directions for future research in the field. 

In the context of the current socio-economic and technological transformations, plant-based diets have gained an increasing importance. The present comparative study, conducted on a sample of 70 participants (35 vegans and 35 omnivores), investigated the influence of education level and socio-economic conditions on the adoption of a plant-based diet in Romania. Statistical analysis, based on the Pearson correlation coefficient and logistic regression, did not reveal significant associations between the studied variables, highlighting the need for further exploration of cultural and ideological factors. Limitations of the study, including the small sample size, are acknowledged and this preliminary analysis opens directions for future research. Soon, emerging technologies such as Artificial Intelligence (AI) and Machine Learning (ML) will provide new tools for analyzing nutritional behaviours and personalizing dietary recommendations.

Aggression in psychiatric patients presents a significant challenge in mental healthcare, necessitating an interdisciplinary approach that integrates neuroscience, artificial intelligence (AI), and ethical considerations. Traditional management strategies often rely on restrictive interventions, raising ethical concerns regarding patient autonomy and therapeutic efficacy. Recent advancements in neuroimaging and AI-driven behavioural analytics offer the potential to transition from reactive to predictive and preventative approaches. However, while these innovations hold promise for individualised interventions and real-time risk assessment, they also introduce critical ethical concerns, including algorithmic bias, data privacy, misclassification risks, and patient autonomy violations. This study critically examines the neurobiological underpinnings of aggression, focusing on dysfunctions in the prefrontal cortex, amygdala hyperactivity, neurotransmitter imbalances, and neuroinflammation, while evaluating AI-based predictive models in psychiatric aggression management. Additionally, the ethical and legal frameworks surrounding AI in psychiatry are discussed, with a focus on bias-mitigation strategies, transparency in AI decision-making, and informed consent challenges. The study also explores practical pathways for integrating AI into psychiatric care workflows, outlining future directions for clinical research and policy development. By merging neuroscientific insights, AI innovations, and ethical frameworks, this study advocates for a patient-centered, technology-assisted aggression management approach that balances predictive analytics with human oversight and ethical accountability.

Skin scars can have significant emotional and psychological effects on both patients and their families. Although the physical implications of scars are widely recognised, the psychological journey endured by individuals with scars often goes unnoticed. This study investigated how patient education influences psychological status and communication with healthcare providers to improve healthcare quality. We analysed the most efficacious educational and psychological support methods for patients with cutaneous scarring and the types of educational programs currently available. Scarring can lead to a variety of psychological symptoms, frequently resulting in diminished self-esteem. To alleviate psychological impacts and reduce the incidence of depression, it is essential to implement a comprehensive range of strategies. Educational initiatives, professional counselling, and therapeutic interventions can offer essential emotional support and assist individuals in managing their emotional responses to scars. Advancements in medical science have opened the door to various scar treatment options, yielding beneficial effects on an individual's psychological well-being. Promoting self-acceptance, exploring coping mechanisms, and building a support network can significantly aid in managing the depression risk associated with scars. The psychological impact can be particularly severe, with family members developing depression, anxiety, and posttraumatic stress disorders. Artificial Intelligence has the potential to enhance communication between doctors and emotionally fragile patients with trauma, offering both benefits and challenges. Educating patients and healthcare providers on the latest research findings on wound healing and scar revision can lead to more effective treatment strategies and improved patient outcomes.

The article reflects the role of digital learning environment in today's education. It is pointed out that digital learning environments are aimed at developing new competencies of education seekers. These include understanding how technologies and interfaces work, protection of privacy and personal data, searching for information and evaluating it in terms of reliability and validity for use, information processing, teamwork and the ability to communicate in a team. In this context, the problem of the influence of the digital educational environment, which is now largely formed, on the development of personal potential of educational aspirants is becoming increasingly relevant, and it is to this issue that this article is devoted. The article proves that the most important measure to make a decisive step towards solving the fundamental task of improving the quality of education is the development of personalized education.

Motherhood involves profound hormonal, physical, and psychological transformations, along with shifts in social status, daily routines, and sleep patterns, all of which can impact the mother-child relationship and increase maternal vulnerability. These challenges are particularly pronounced in adolescent mothers, who may experience heightened emotional distress, inadequate family support, or social rejection, complicating their breastfeeding journey. Despite targeted health education campaigns, adolescent pregnancies remain prevalent, underscoring the need for innovative interventions to support breastfeeding initiation and continuation among young mothers, for those experiencing postpartum depression and psychosis. This study aims to evaluate the effectiveness of online breastfeeding education as a supportive intervention for adolescent mothers facing perinatal mental health challenges. The research explores how digital resources, virtual counselling, and continuous telehealth support helps breastfeeding adherence, maternal self-efficacy, and emotional well-being. A comparative analysis of existing digital education models and traditional face-to-face breastfeeding support programs is conducted to assess the benefits, limitations, and potential scalability of virtual interventions. Findings indicate that online breastfeeding education significantly improves breastfeeding rates, reduces maternal anxiety, enhances mother-infant bonding, particularly in adolescent mothers with perinatal psychiatric disorders. Challenges such as digital literacy disparities, internet accessibility, and ethical considerations related to telehealth data privacy must be addressed to optimise the effectiveness of digital maternal education. This study  bridges the gap between online breastfeeding education, maternal mental health, and digital healthcare accessibility. The findings support the integration of hybrid models that combine virtual breastfeeding education with periodic in-person consultations, offering a scalable and adaptable solution to improve perinatal outcomes for vulnerable maternal populations. Future research should focus on developing personalised digital interventions and assessing long-term breastfeeding success among adolescent mothers receiving online support. 

The rapid proliferation of artificial intelligence (AI) technologies has sparked widespread debate about their societal implications, prompting a need to understand public attitudes, particularly anxiety, toward AI. This study aimed to develop and validate a scale to measure AI-related anxiety, exploring its correlates across demographic groups. Using an online survey of 708 Romanian adults conducted in October 2024, we constructed a 14-item scale with a 5-point Likert format, balancing positive and negative statements. Psychometric validation, including structural equation modelling to address method effects, confirmed the scale’s reliability (Cronbach’s alpha > 0,7) and fit (CFI = 0,963, RMSEA = 0,053). Results revealed that AI anxiety varies by education, occupation, income, and region, with lower anxiety among the highly educated, self-employed, and high-income individuals. Convergent validity was supported by correlations with technological readiness (-0,411) and a summated AI anxiety score (0,698). These findings align with prior research on AI perceptions and underscore the role of information access and experience in shaping attitudes. Despite this scale offers a robust tool for assessing AI anxiety, with implications for tailoring AI adoption strategies to diverse populations. Future research should pursue longitudinal and qualitative approaches to deepen understanding of this evolving phenomenon.

Virtual addiction is affecting a large number of children and their families nowadays. This phenomenon is associated with a notion that is closely related to self-esteem. This notion is called FoMo and represents the fear of being left out, of worthlessness and the idea that the life of others is better than one's own. At the same time, vulnerable people through these mechanisms find it difficult to find a way out of these situations on their own and often try to ask for help. The interdisciplinary approach of these two closely related and often interdependent phenomena allows the partial and sometimes total improvement of both habits together with the creation of new thinking patterns and new set of values that contribute to a better quality of life for children and their families, considering the hybridisation of online and offline life. At the same time, it is encouraged to use the Internet in a healthy way in order to reach a level of digital excellence (Kreutzer, 2022) achieved through digital sociology studies (Mackenzie, 2022) and to educate teenagers and parents about the impact of Fear of Missing Out (FoMo), associated with the integration of learning opportunities given by the philosophy of information (Moračίková, 2022). The association of frequent group activities in real life and increasing anchoring in reality through the development of social skills forms a strong preventive character.

Since little is known about the incorporation of educational neuroscience into foreign language teaching, so many English as a Foreign Language (EFL) teachers heavily rely on the most used teaching methods they learn through Initial Teacher Training programmes (ITT), such as TEFL, CertTESOL, and CELTA. CELTA, which stands for Certificate in English Language Teaching to Adults, is a benchmark of excellence in the field due to its high demand from employers (3/4 English language teaching jobs require a CELTA), its standardised format and practical teaching experience. Even though the CELTA course is widely considered the gold standard for EFL, it fails to equip novice teachers with the neuroscientific evidence to help them improve students’ outcomes by explicitly teaching meta-skills: metacognition — “learning how to learn” and meta-motivation — “learning how to motivate oneself”. Metacognition and meta-motivation allow learners to evaluate and support their learning, and in turn, encourage autonomy and change the idea of learning as an event purely happening within the four walls of the classroom. This research focused on the overview of the CELTA syllabus through the lens of neuroscience, examination of evidence as to why adding a topic in neuroscience to a CELTA certification course can bring about positive change, a design of the new topic to be potentially added to a CELTA syllabus, as well as an empirical study design to measure its effectiveness. It is hypothesised that adding a topic in meta-skills to the most in-demand course for EFL teachers, will not only improve teaching practice on the course and promote lifelong learning, but also become an accessible, evidence-based, teacher-friendly neuroscience resource.  It is assumed that a topic in educational neuroscience will become a black swan of teacher training, — an unprecedented event that can change the whole course of teacher training by shifting the focus from the “know-what” to the “know-how” and the “know-why” of learning, and therefore, have a significant impact on how teachers see learning. A possible positive influence on other certification courses and “dehyping” of neuroscience is also expected, which should lead to more awareness among EFL teachers and minimise the risks of falling into a trap of snake oil salesmen promoting “brain friendly” language learning teacher training courses for EFL teachers.