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Abstract

The research focuses on preparing preschool educators to use neurotechnologies for personalized child development in the context of educational digitalization. The research aims to conduct bibliometric mapping of the scientific landscape in the field of digital culture formation among future preschool educators based on neurotechnologies for the period 1975-2025, using metadata extracted from 12,879 journal articles indexed in the Web of Science database following PRISMA guidelines. The study examines publication growth dynamics, author productivity, as well as social, intellectual, and conceptual structures. Research on digital culture formation among future preschool educators based on neurotechnologies: (a) demonstrates sustained growth in recent years, particularly in 2020-2025; (b) is published in journals such as "Education and Educational Research," "Linguistics," and "Interdisciplinary Applications in Computer Science"; (c) is conducted by scholars from various geographical regions, with Spain, the USA, and China as leading contributors; (d) relies on a fragmented research community consisting of two research groups with minimal interaction between them; (e) is interdisciplinary in nature and results from the integration of research conducted in education, linguistics, computer science, medicine, and psychology; (f) conceptual analysis revealed that the research field on digital culture formation among preschool educators based on neurotechnologies is only in its initial stage of development. The results of the bibliometric analysis will create a conceptual framework for developing an innovative model for training pedagogical personnel capable of effectively integrating neurotechnologies into the educational practice of preschool institutions in Kazakhstan.

Keywords: Digital culture, Digital literacy, Digital competence, Future preschool teacher, Pre-service early childhood educator, Neurotechnology

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