Legal and Regulatory Support of Neuropedagogy in the Russian Federation

Background. The article is devoted to the study of the state of regulatory framework for neuropedagogy in the Russian Federation in the context of the digital transformation of education. The relevance of the study is due to the innovative nature of developments in the field of neuropedagogy and neurolaw, as well as the urgent need to improve educational law during the transition of Russian education from the Bologna system to the new Russian multi-stage education system. The study analyzed the regulatory framework for the implementation of currently relevant neuropedagogy tools. Purpose. The aim of the study is to analyze the regulatory framework for neuropedagogy in modern Russia and identify the main ways to improve it. Methodology. To achieve the goal, the methods of analysis of normative legal acts, the comparative legal method, the generalization method, the abstraction method and the expert assessment method are used. Results. The result of the study is the systematization of the regulatory framework for neuropedagogy in modern Russia and the identification of its gaps. The legal foundations of innovative and knowledge-intensive areas of educational development today are diffuse and partly incomplete, leaving opportunities not only for the development of this area of ​​activity, but also for the abuse of innovative technologies to replace the actual learning process, and understanding this is necessary for the further improvement of educational law. Practical implications. The results of the study can be used in further research in the field of educational law, in the process of improving legislation, and also in the practice of teaching a number of disciplines in the field of higher education pedagogy.