Abstract
The purpose of the article is to analyze the development and assessment of students' cognitive abilities using neurophysiological methods, as well as to determine the directions for integrating neuroscientific data into higher education practice. The study was designed as a quasi-experimental, non-randomized pre-post design. The sample included 60 male freshmen aged 18–19 years. The study was conducted in a hypoxic laboratory equipped with an automated Hypoxico system with an Everest Summit generator (Jiangyin Safe Import and Export Co., LTD, China; ISO 13485:2016). The results show that the potential of intermittent hypoxic training (IHT) as an effective cognitive tool in the educational environment is high. IHT acts as a controlled stressor that activates adaptive mechanisms, in particular hypoxic preadaptation. The integration of a system for monitoring and correcting cognitive parameters into the educational environment is achieved through optimal pedagogical approaches, including personalized learning and activity-based learning. It is also noted that some challenges can stand in the way of effective use of IHT: the need for specialized equipment, moral readiness, and maximum support. The conclusions indicate that an important ethical challenge is the potential rejection by some students of the ideas of intervention in the educational process using neurophysiological methods.