Neurodigital Technologies and Ethical Problems of Modernization in the Inclusive Education

Introduction. Many modern researchers note that neurotechnologies can significantly optimize educational relations, but in reality, they produce to a greater extent multiple and diverse ethical, social, medical, legal, economic and psychological and other problems in people's lives as improvement of the mentioned technologies disregards the issue of observing the personal rights and freedoms of a particular person, the priority is the interests of corporations, supervisory capitalism. The purpose of the study is to analyze the neuroethical problems of modernizing inclusive education. Results and Discussion. Neuroeducation is considered as a separate innovative sphere of education, which is an essential “breakthrough” in general and inclusive education, comparable with classroom system according to the significance and surpassing the latter according to the possibilities etc. However, in reality, modern developments are reduced to general and very vague, and sometimes quite controversial, recommendations about the organization of education, or raise the question of rejecting education, replacing it with the work of a neurotechnological device that "helps to control" the human brain. Conclusions. Modern neuroeducation is developing in the context of the nearly absolute absence of digital, including neurodigital, culture of total mythologization, primitivization of the knowledge and skills used by education that form the “culture of the brain”. Therefore, directed efforts of theorists and practitioners are needed to understand what neuroscience and digital technologies can give to education without introducing destructive tendencies into it.