Organizational and pedagogical conditions for the use of neuropedagogy for the development of technical creativity in students majoring in engineering and technical fields

The article is devoted to the substantiation of the neuropedagogical approach as a promising direction for the transformation of engineering education in the context of socio-technological changes and the course towards ensuring technological sovereignty. The author proceeds from the need to align educational practices with the neurophysiological, cognitive and motivational-emotional characteristics of the modern learning generation, demonstrating sensitivity to the rhythm of information delivery, modality of perception, level of significance and variability of tasks. The author's four-phase model of the neuropedagogical cycle of developing technical creativity is presented as the substantive basis of the article. The structure of the model includes perceptual-sensory activation (creation of cognitive readiness through multisensory stimulation), affective-motivational anchoring (involvement through significance and emotional reinforcement), cognitive-constructive assembly (structuring knowledge using images, maps, conceptual architecture), productive-creative conclusion (creation of an original engineering solution as a result of interaction of rational and divergent thinking). Each phase of the model is substantiated from the standpoint of neuropsychology: the corresponding areas of the cerebral cortex are activated, dopamine excitation is maintained, the passive mode network responsible for insights is involved. Pedagogical strategies corresponding to each phase are considered, including forms of reflection, project activities, engineering simulations and situational tasks. Particular attention is paid to the process of neuroprofiling of students, on the basis of which the individualization of the educational trajectory, workload management and selection of means of information delivery are carried out. The author emphasizes that the implementation of this model requires a new role for the teacher - as an architect of the neurocognitive environment, a navigator of attention and a facilitator of meanings. The conclusions of the article focus on the need for institutional implementation of neuropedagogy in engineering professional educational institutions, the development of specialized programs for advanced training and the inclusion of neuropsychological foundations in methodological complexes.