EDUCATION STUDENTS DEVELOPING SCIENTIFIC AND METHODOLOGICAL COMPETENCIES OF UNIVERSITY STUDENTS THROUGH NEURO-PEDAGOGICAL APPROACHES

Abstract This paper examines the effectiveness of neuro-pedagogical approaches in developing scientific and methodological competencies among university students. By aligning instructional strategies with cognitive and metacognitive processes, the study demonstrates improvements in students’ research skills, methodological reasoning, and reflective thinking. The findings confirm the value of neuroscience-informed pedagogy for competency-oriented higher education.