COGNITIVE AND PEDAGOGICAL FOUNDATIONS OF DEVELOPING STUDENTS’ NEURO-AI COMPETENCIES IN DIGITALLY TRANSFORMED HIGHER EDUCATION
Keywords:
digital transformation, neuro-AI competence, AI literacy, higher education, cognitive regulation, prompt culture, academic integrity, self-regulated learning, critical thinking, pedagogical model.Abstract
The rapid integration of artificial intelligence into higher education has significantly
transformed the nature of academic learning and the competencies required of students.
Universities are increasingly faced with the challenge of preparing students not only to
use AI tools but also to think critically in AI-mediated learning environments, evaluate
generated information, regulate their cognitive activity, and maintain academic
responsibility. In this context, the concept of neuro-AI competence is becoming
increasingly important, as it combines AI literacy with cognitive self-regulation, reflective
judgement, and ethical awareness. This article examines the theoretical and pedagogical
foundations for developing students’ neuro-AI competencies under conditions of digital
transformation. The study is based on a narrative analytical review of international policy
frameworks, scholarly literature, and current research on artificial intelligence in higher
education. Particular attention is given to UNESCO’s AI competency framework, the
European Union’s approach to AI literacy, OECD perspectives on AI-supported learning,
and contemporary theories of cognitive regulation, self-regulated learning, and
multimedia learning. The analysis demonstrates that neuro-AI competence should be
understood as an integrated pedagogical construct encompassing the critical verification
of AI-generated outputs, prompt culture, cognitive load management, multimodal
reasoning, academic integrity, and reflective learning. The findings further indicate that effective AI-supported learning depends not on the passive reception of generated
answers but on students’ ability to independently analyze, verify, revise, and justify
information. The article concludes that higher education institutions need a process-based
pedagogical model that teaches students to combine the use of AI with cognitive
independence and ethical responsibility. Such an approach can strengthen analytical
thinking, enhance reflective learning, and support the development of academically
responsible graduates in digitally transformed educational environments.
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