Neurocognitive model of using analog formats in professional education for the development of sustained attention.

The subject of the research is the neurocognitive foundations and methodology of purposeful application of analog formats for information representation to develop sustained attention among learners in the system of professional education amid digital transformation. The focus of the study is on the pedagogical conditions, methods, and technologies for integrating traditional analog tools (printed texts, handwritten notes, physical models) into modern educational practice, considering their influence on neural attention networks. The research analyzes the impact of various types of analog formats on selectivity, sustainability, and flexibility of attention, as well as related cognitive functions in the context of the dominance of algorithmically designed digital information environments. Special attention is given to identifying the principles of optimal combination of analog and digital approaches depending on cognitive tasks and stages of professional training, taking into account the counteraction to the formation of dopamine cycles associated with digital media and the ability of analog formats to create an enriched multisensory representation of educational material. The methodology of the research consists of a comprehensive interdisciplinary approach integrating systemic analysis of neurophysiological and pedagogical research, comparative analysis of experimental data on information perception in different formats, conceptual modeling, and generalization of pedagogical experience in integrating analog tools into the educational process. The scientific novelty of the study lies in the development of a holistic neurocognitive model of the impact of analog formats on attention mechanisms, unlike previous studies that considered only separate aspects of this influence. Four key mechanisms of impact are systematically identified for the first time: the counter-dopamine effect, counteracting cycles of digital reinforcement; sensory integration, creating an enriched neural representation; stabilization of the fronto-parietal attention network; and reduction of the load on working memory. Unlike approaches focusing on technological aspects, principles of cognitively justified integration of analog formats are formulated (cognitive complementarity, progression, relevance, metacognitive awareness, reflective integration), taking into account the neurocognitive features of perception. Methodologies (blocked deep reading, interactive handwritten note-taking, material modeling) have been developed, creating a foundation for neurocognitively justified planning of educational activities. The results open prospects for further research on the effects of methodologies and their adaptation to various professional fields.

neuro-cognitive approach, neuro-didactics, neuro-cognitive mechanisms, attention concentration, metacognitive reflection, digital transformation of education, cognitive complementarity, educational technologies, cognitive load, dopaminergic system