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Academician of the Russian Academy of Education, Professor, Scientific Supervisor of the Laboratory
for Continuous Development of Teaching Staff, Center for Pedagogical Education Development, Russian Academy of Education, Head of the Institute of Pedagogy and Psychology of Education, Moscow City Pedagogical University.
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Background. One of the key objectives of psychological and pedagogical science in modern conditions is identifying strategic directions for studying mental and psychophysiological aspects of personality development in education. Wide integration of digital and network technologies in education, including immersive technologies and artificial intelligence resources, defines the importance of prioritizing research topics in this field for further psychological inquiry. Objectives. This study examines the current state of research on personality development, age-related periodization, and the interplay between key factors in child development within the context of educational digitalization. Based on this analysis, the paper proposes key themes for priority psychological and psychophysiological research. Methods. Theoretical analysis of classical and modern psychological and psychophysiological research in the field of education. Results. The efficacy of current research and development efforts will be determined by advances in discipline-specific methodology within educational psychology, by the refinement of individual assessment techniques, as well as by the functional capabilities of scientific equipment for conducting such studies. Conclusions. The findings of psychological and psychophysiological studies
addressing the proposed key research topics — characterized by theoretically
grounded methodology and rigorous measurement techniques — hold significant
value for developing comprehensive theory and didactics of the holistic educational process.
