Ethical requirements and boundaries of conduct for educators in the digital environment: Neurolinguistic foundations

Introduction

The development of information technology certainly affects all spheres of our life, including education. The use of digital technologies in education expands learning opportunities and contributes to creating new methods of interaction between a teacher and a student. The digital environment is rapidly transforming contemporary education, providing educators and students with a myriad of incredible opportunities for learning and communication (Ridley 2015). However, this transition to the digital educational landscape brings forth many challenges and questions concerning the ethical aspects of technology use and the impact of the digital environment on the educational process (Duminică and Puran 2022). In this study, we focus on exploring ethical requirements and boundaries of behavior for educators in the digital environment, guided by neuro-linguistic foundations. As an interdisciplinary field, neurolinguistics allows us to investigate the interplay between language processes, cognitive functions, and psychological aspects of learning and communication (Finger et al. 2010). Considering the role of language and cognition in the digital educational environment, we aim to examine how educators can effectively employ these approaches to address ethical issues arising in this new educational landscape.
In this study, we explore the ethical requirements and boundaries that govern the conduct of educators in the ever-evolving digital environment, placing a particular emphasis on the neuro-linguistic foundations. Neurolinguistics, as a science that explores the interaction of speech processes and brain structures, provides an opportunity to understand how digital technologies affect the speech development of students and how this affects the ethical aspect of pedagogical activity.
An important aspect of the study is the identification of ethical standards that should govern teachers’ behavior in a digital environment where new opportunities and challenges are present. The study includes an analysis of modern ethical codes, and considers their adaptation to the requirements of the digital era. In addition, the article draws attention to the role of neurolinguistics in the effective communication between teachers and students in the digital space. Understanding the specifics of speech perception can improve teaching methods and pedagogical practice. Given the urgency of the problem and the existing contradictions, the purpose of the study is to conduct a comprehensive study of the ethical requirements and boundaries of teachers’ behavior in the digital environment in the context of neuro-linguistic foundations.
Therefore, the scientific novelty of the study consists in expanding the understanding of ethical aspects of using digital technologies in modern education and their relationship with neuro-linguistics. This article offers a new look at the ethical requirements and limits of teachers’ behavior, taking into account the modern realities of the digital environment and the impact of these technologies on the speech development of students. This work can make a significant contribution to the understanding of ethical aspects of digital pedagogy and contribute to further research on theoretical and applied aspects of the use of digital technologies in modern education.

Material and methods

The research methodology encompasses three fundamental pillars, each contributing to a holistic understanding of the subject matter. To initiate the investigation, we commence with a comprehensive review and analysis of the extensive corpus of scientific literature dedicated to the realms of ethics and education in the digital milieu (Villalobos-Lopez 2022). The scientific and theoretical base is the analysis of the ethical aspects of the use of digital technologies in education and the role of neuro-linguistic studies in speech development. This initial phase is instrumental in ascertaining the present state of research in this domain, revealing existing gaps, and identifying pivotal questions that warrant profound scrutiny and scholarly deliberation. In tandem with our literature analysis, we use a psycholinguistic approach to dissect the multifaceted dynamics at play within the digital realm of education. We investigate how digital technologies intricately influence cognitive processes, shape the development of language, and mold the perception of information among both educators and students alike (Ivashchenko et al. 2018). This psycholinguistic exploration serves as a vital compass, guiding our understanding of the underlying mechanisms that govern the psychological landscape of individuals engaged in the realm of digital learning and interaction (Glikstein 2014).
The analysis of open sources for collecting data on the opinions of teachers on ethical issues in digital learning is the leading method of this scientific research. The third cornerstone of our research involves a rigorous examination of empirical data derived from an extensive repository. This repository comprises 40,000 publications authored by educators, and disseminated across various social media platforms, including but not limited to Facebook, Instagram, TikTok, and Telegram. This wealth of data provides us with a unique opportunity to scrutinize the practical dimensions of ethical conduct and the associated requirements within the real-world contexts of learning and teaching as they unfold within the digital environment.
By synthesizing these three methodological elements into a cohesive framework, our research endeavors to elucidate the intricate ethical dimensions that underscore education in the digital era, all the while grounding our exploration firmly in the bedrock of neuro-linguistic foundations (Kobzeva and Kulish 2020). Through this comprehensive approach, we aim to extend the boundaries of our comprehension and insight into this critical subject matter, offering valuable perspectives that resonate with the complexities of contemporary technological and psychological realities.

Cultivation of critical thinking across various stages of life

Developing critical thinking and the ability to discern truth from falsehood in children begins at various stages of their growth. It is crucial to consider individual differences and the influence of their environment and surroundings. The formation of a child’s worldview is a process that commences from birth and gradually evolves throughout childhood (Bzdok et al. 2017). Here are some general insights into this process (Vygotsky 1965):
• preschool age (3-6 years): Children start to develop basic critical thinking skills at this stage, but their ability to distinguish truth from falsehood is still limited. They often place trust in authorities such as parents and teachers;
• early school age (6-12 years): During this age, children develop the capacity for logical thinking and begin to seek an understanding of the world around them. They may start to ask questions and express doubts. However, their critical thinking skills still require further development;
• adolescence (13-18 years): This period marks intensive development of critical thinking. Adolescents become more independent in their thoughts and can critically evaluate information. They often express their views and question the world around them;
• adulthood (19+ years): After reaching adulthood, individuals typically have well-developed critical thinking and analytical skills. However, it remains essential to continue cultivating these skills and maintain a critical approach to information even in adulthood.
It is important to note that developing critical thinking is individual, and different children may acquire these skills at different ages. The role of parents, teachers, and the environment in stimulating this process is exceptionally crucial. They can contribute to the development of critical thinking by teaching children to analyze information, ask questions, and overcome a passive approach to information consumption (Dei et al. 2019).
Following the analysis of empirical data, it is evident that the largest audience on social media comprises individuals aged under 19, whose worldview and critical thinking skills are not yet fully developed. Consequently, they may struggle to evaluate the information presented to them critically. On the other hand, content regulation is currently governed only by general information laws, which fail to address the intricate nuances of interactions between students and educators in the online sphere. Hence, the development of ethical norms for educators in the digital realm becomes a matter of paramount importance (Shulman 2013).
In conclusion, fostering critical thinking and the ability to distinguish truth from falsehood in children is a complex and evolving process that is influenced by individual factors and the surrounding environment. Recognizing the stages of development and the role of caregivers and educators in nurturing these skills is paramount for a child’s intellectual growth and capacity to navigate an increasingly information-rich world (Ostapenko et al. 2021). The data analysis underscores the need to consider the inadequately formed worldviews and critical thinking abilities of individuals under 19, who constitute the predominant user base on social media. Additionally, it highlights the necessity of crafting ethical guidelines for educators operating within the online environment, as current regulations do not comprehensively address the complexities of student-teacher relationships in the digital realm.

Newest findings in brain research

In the late 20^th and early 21^st centuries, research on activation vectors in the central and peripheral nervous systems, particularly the brain, gained prominence. This was driven by anthropocentrism in fundamental sciences and a focus on integrative approaches. Notably, advances in molecular biology (e.g., work by Oswald Avery, James D. Watson, and Francis Harry Compton Crick), electrophysiology (e.g., studies by Volodymyr Pravdich-Neminsky, Andrew Fielding Huxley, and Sir Alan Lloyd Hodgkin), computational neurology (e.g., contributions by Horace Barlow, Sir Alan Lloyd Hodgkin, and Donald Olding Hebb), and other natural sciences fueled interest in these areas (Damasio 2010).
This multidisciplinary concentration on studying the human brain led to the emergence of neuroscience as a new fundamental branch of integrative knowledge. Neuroscientists aim to understand how mental consciousness communicates with physical reality (Blount 2011). Neurosciences encompass various disciplines that investigate the brain from different angles to comprehend the fundamental properties of neurons and neural circuits in human brain function (Bear et al. 2015, pp. 45-49). However, it is worth noting that initially, neuroscience primarily encompassed physiology, anatomy, molecular biology, developmental biology, cytology, and others, as described by Kandel et al. (2012) as the “ultimate challenge” in biological sciences.
The field of neuroscience and its methodologies have expanded from molecular and cellular studies of individual neurons to the visualization of sensory, motor, and cognitive brain tasks, the investigation of the formation of neural circuits, and their application from anatomical and physiological perspectives to obtain precise functions of reflexes, multisensory integration, motor coordination, circadian rhythms, emotional reactions, learning, memory, and the neural substrates underlying specific animal and human behaviors, among other aspects (Glikstein 2014).
Consequently, this has broadened the scope of disciplines related to neuroscience, encompassing not only biology, chemistry, and physiology but also mathematics, psychology, cybernetics, informatics, and, most importantly for our research, linguistics. This is because the in-depth study of personal brain activity, ab ovo, as the primary source of motivations, decisions, and actions, almost always manifests at the level of their linguistic realizations (Truba 2021).
The strategic direction of our research arises from the necessity to isolate the humanitarian segment within the complex field of neuroscience, which will be actively involved in our work. This, in turn, provides grounds for a conditional division of the entire spectrum of neuroscience into two parts: the so-called hard cycle and the soft cycle.

Specialized brain research programs

The advancement of hard cycle neuroscience is driven by international research projects, with a primary focus on brain modeling. DARPA (the Defense Advanced Research Projects Agency) in the United States initiated specialized brain research programs in the 1960s, including the following key projects:
1. The Blue Brain Project is a cutting-edge endeavor in contemporary neuroscience. It involves computer modeling of the human brain and consciousness. Launched in 2005, this project is a collaborative effort between IBM and the Swiss Federal Institute of Technology in Lausanne (École Polytechnique Fédérale de Lausanne – EPFL). Key figures in the project include Henry Markram, the project director and director of the Center for Neuroscience & Technology, along with researchers such as Robert Bishop, Ronald Cicurel, Felix Schürmann, and others (École Polytechnique Fédérale de Lausanne, 2019).
2. BRAIN was established to facilitate the development and application of innovative technologies aimed at comprehensively understanding brain functions. Introduced by President Barack Obama in 2014, this project promotes advancements in neurobiology with practical objectives, including the treatment of various brain disorders (e.g., Alzheimer’s and Parkinson’s diseases, traumatic brain injuries, depressive psychoses) and the mapping of brain activity (National Institutes of Health 2013).
3. The Human Brain Project, led by the renowned Swiss neurobiologist A. Markram, is an international initiative that began in 2013, involving participation from 24 countries. It encompasses 12 modeling subprojects (SP 1-SP 12). The primary objective of SP 12, titled Ethics and Society, is to develop ethical standards and assess the social consequences and potential risks associated with the project’s outcomes. It is important to note that, in the context of ethical considerations within this project and the broader field of modeling the human brain, an Advisory Council and the Foresight Ethics and Society Program Laboratory have been engaged. These entities will oversee the ethical aspects of research involving subjects (both human and animal), the utilization of relevant empirical data, and the implications for various industries, the economy, and related domains (Human Brain Project 2023).
The hard cycle is immensely powerful but plays a secondary role in linguistic research, warranting only a brief exploration. In contrast, the soft cycle includes subfields directly studying cognitive functions, analogous to a “soft system” examining human “software”. It encompasses cognitive sciences (e.g., cognitive neurobiology, cognitive social neurobiology, cognitive neuropsychology), various neurosciences with humanistic elements (e.g., social neurobiology, cultural neuropsychology, neuroethics) (Truba 2021), and linguistic sciences, including cognitive linguistics, psycholinguistics, and NLP. Together, these branches constitute the cognitive-discursive paradigm in modern linguistics, focused on understanding the nature, expression, and programming of personal brain activity through verbal explication (Evans 2012).
In the context of soft cycle neuroscience, which comprises cognitive neuroscience, psychosocial neuroscience, and linguistic neuroscience, we will explore the key principles relevant to our research (Truba 2021). Notably, language plays a pivotal role as a tool for consciousness, enabling the objectification of ideal consciousness and the expression of thought. Language facilitates the transformation of perception and ideas into conceptual categories, making it indispensable for studying consciousness and human cognition (Jackendoff 2003, p. 159).
Consequently, soft cycle neurosciences aim to understand the nature, functional patterns, and potential artificial modeling of human cognitive processes. In the realm of psychosocial neurosciences, special attention is given to social and cognitive neurobiology (Gazzaniga and Mangun 2014; Fields et al. 2021; Eagleman 2012), cognitive neuropsychology (Luria 1976; Vygotsky 1965; Fodor 1998), and neuroethics (Farah 2010; Gazzaniga 2006). These fields comprehensively investigate the underlying mechanisms of human behavior, spanning biological, psychological, and socio-ethical dimensions of brain activity.
In his work The Cognitive Revolution: A Historical Perspective, Miller (2003) highlighted the dominance of cognitivism in the interplay between neuroscience and humanistic disciplines. Cognitivism posits interconnected mental structures and psychological processes facilitating human cognition and knowledge, aligning with contemporary principles.

Cognitology and social neurobiology in the world and Ukraine

Cognitology, an interdisciplinary field, studies cognition’s laws and processes across nature, humanity, and society. It integrates cognition theory, consciousness philosophy, cognitive anthropology, computer science (particularly artificial intelligence aspects), various neuroscience branches, and linguistics (including cognitive and psycholinguistics) (Ralph et al. 2017). Cognitology primarily explores the cognitive-discursive paradigm, investigating thought, cognition principles, and the organization of natural and artificial systems, drawing from psychology and higher nervous activity physiology (Verendeev and Sherwood 2017). Social neurobiology, an interdisciplinary science, explores the linkages between an individual’s social experiences and their biological systems. Human nature is inherently social (Truba 2021), with individuals forming diverse organizations influenced by social factors, from family units to entire civilizations and cultures (Truba 2021). Research indicates that various social factors, such as life events, poverty, unemployment, and loneliness, can impact health-related biomarkers (Gazzaniga and Mangun 2014).
This influence is mediated through ongoing interactions among neural, neuroendocrine, metabolic, and immune factors within the brain, the central regulatory organ of the body. In the United States, the Society for Social Neurologists fosters interdisciplinary discussions in social neurobiology, hosting meetings (Cacioppo and Decety 2009). These gatherings bring together social neurobiologists, psychologists, psychiatrists, and experts from various countries.
Additionally, the International Interdisciplinary Society for Social Neurobiology was founded in 2010. This initiative has uncovered neurobiological causes of human aggression, implicating brain structures such as the amygdala, brainstem, hypothalamus, limbic system, pituitary gland, and prefrontal cortex. These regions integrate information for complex decision-making, attention control, and impulse regulation (Fields et al. 2021). Genetic and biological factors’ roles in social behavior have been revealed, and gender cognition has been explored in the context of neurobiology, genetics, cognitive patterns, and social behavior. Furthermore, neuronal mechanisms for enhancing memory and other brain processes have been identified (Fields et al. 2021), among other discoveries.
Notably, neuroscience is advancing in Ukraine, marked by the establishment of the Ukrainian Society for Neuroscientists (Ukrainian Society for Neuroscience 2023) and the publication of books on neurobiology and related fields by Ukrainian and international authors, such as Kaplunov (2018) and White paper: Learning through play: a review of the evidence, authored by Zosh et al. (2017). Social cognitive neuroscience, a field closely aligned with our research, studies the biological underpinnings of social cognition. Utilizing techniques such as functional magnetic resonance imaging (fMRI) and brain stimulation (Lieberman 2013), this discipline investigates human neurovisualization.
The earliest studies exploring the neural foundations of social cognition date back to Gage (Teles 2020), with later contributions made by Allport (1924). However, the inception of modern social cognitive neuroscience is associated with Gazzaniga, whose work Social Brain (1985) sheds light on specific neurobiological aspects of socio-psychological mechanisms (Gazzaniga and Mangun 2014). In the early 1990s, this research primarily probed the impact of social factors on the vegetative, neuroendocrine, and immune systems, as exemplified by the works of Arbib (2018), Rizzolatti and Sinigaglia (2023).
In 2000, Lieberman and Ochsner introduced the term “social cognitive neuroscience” to scientific discourse (Lieberman 2013). Since the 2000s, research laboratories specializing in social cognitive neuroscience have proliferated across Europe, North America, East Asia, Australia, and South America, gaining recognition in various branches of contemporary neuroscience and psychology (Lieberman 2013), including cognitive neuropsychology. Cognitive neuropsychology, a subset of our field, examines the interactions between mental processes and cognitive abilities. This includes the formation and retention of new memories, recognition of people and objects, linguistic and cognitive capacities, and decision-making (Lieberman 2013). Additionally, cognitive neuropsychology explores the cognitive consequences of and rehabilitation strategies for brain injuries and neurological disorders, such as double dissociations involving distinct abilities in comprehending written and spoken words, aphasias, and more (Truba 2021).
Neuropsychological research findings have significant relevance today, contributing to the emergence of applied disciplines such as neuroeconomics, neuroeducation, and especially neuroethics. Neuroethics originated from ethical concerns arising from neurological brain modeling, particularly in enhancing human intelligence. Society became aware of disturbing experiments on humans during various eras, such as the Nuremberg Trials in the 1940s and violations of human rights during medical experiments in the 1970s. These events led to concerns, religious opposition, and negative perceptions of neuroscience. In response, ethical assessments were introduced, and oversight committees were established to monitor neuroscience research. UNESCO established the International Bioethics Committee in 1993 to analyze the ethical implications of neuroscience advancements. Annual Dialogues between Neuroscientists and Society (Neuronline 2018) since 2005 have promoted public awareness and mutual knowledge exchange between science and society (International Bioethics Committee (2023).
In 2001, the journalist Safire defined neuroethics as a philosophical science governing interaction with the human brain, particularly in enhancement (Truba 2021). Farah (2010) views neuroethics as a discipline studying the ethical, legal, and social implications of neuroscientific research and technology deployment. D. Illes notes the formalization of neuroethics as an independent field due to increasing conferences, publications, and neuroethics research centers (Truba 2021).
Neuroethics can be considered a branch of medical ethics, with organizations such as the European Federation of Neurological Societies (EFNS) establishing neuroethics groups. Gazzaniga argues that neuroethics should be part of the philosophy of the brain, enriching medicine’s resources and promoting researchers’ social responsibility.

Key aspects of teachers’ ethical behavior in the context of neuro-linguistic influences

In today’s education, saturated with digital technologies and diverse pedagogical strategies, the ethics of teaching behavior is becoming a key component of a successful and responsible educational process. In the context of neuro-linguistic influences on the educational process, it is important to characterize the key aspects of ethical behavior of teachers who have to implement digital learning in the development of students’ speech skills.
The growing role of neuro-linguistics in education presents new challenges and opportunities for teachers. Understanding how brain processes affect the perception of speech information and the adaptation of learning to the individual characteristics of students is becoming a key element of an effective educational approach.
Interaction of teachers with students requires a high level of empathy and understanding of individual characteristics. The neuro-linguistic approach allows us to analyze speech patterns and relationships in order to create effective communication and promote better assimilation of knowledge. Teachers should use video conferences and audio recordings to analyze the speech characteristics of students, and with the help of individual consultations provide feedback, taking into account the features of the speech of each student.
In the context of a digital educational environment, it is important to consider the ethical aspects of the use of technology. Teachers must ensure the availability and security of information for all students. That is why teachers should use interactive online lessons in their activities that take into account visual and audio learning tools.
When working with digital technologies, special attention should be paid to ensure the confidentiality of students’ personal information. The ethical preservation of data and the use of secure platforms is a necessary prerequisite in the age of digital education. In addition, assessing the work of students, teachers must adhere to objectivity and take into account neuro-linguistic differences. Thus, ensuring an inclusive approach to assessment and providing effective feedback are important for the development of each student.

Conclusions

In conclusion, having analyzed the ethical dimensions in the digital environment in education, with a focus on neurolinguistic foundations, it was established that a thoughtful approach is needed. The convergence of education and technology brings about unprecedented opportunities but also presents unique challenges that necessitate careful consideration of ethical requirements and boundaries.
Apart from that, the article emphasizes the significant strides in neuroscience in Ukraine, evidenced by the establishment of the Ukrainian Society for Neuroscientists. This progress reflects a growing interest in advancing neuroscience research in Ukraine.
In this regard, understanding the neurolinguistic foundations is crucial as it explains the intricate connections between language, cognition, and technology. Educators must recognize the power inherent in the digital realm and be sure to maintain ethical standards that prioritize the well-being of learners. The impact of digital interactions on the neurocognitive processes of students is significant, and educators should strive to create an inclusive and supportive online environment that facilitates cognitive development of learners. Consequently, educators must ensure that digital tools used in education adhere to ethical standards, promoting trust and confidence among students, parents, and the broader educational community.
Furthermore, the study divides neuroscience into hard and soft cycles, with the latter encompassing cognitive science, neuroethics, cognitive linguistics, psycholinguistics, and NLP. These branches of science explore the underlying mechanisms of human behavior, in particular its biological, psychological, and socio-ethical dimensions. Therefore, the soft cycle emphasizes the role of language in consciousness and understanding the brain activity. It explores social and cognitive neuroscience, cultural neuropsychology, and neuroethics, exploring the mechanisms of human behavior and the influence of social experience on biological systems.
Hence, maintaining a clear understanding of the ethical boundaries of conduct in the digital space is essential. This involves avoiding behavior that may compromise the integrity of the educational process or exploit the vulnerabilities of learners. As a result, educators should be aware of the potential impact of their words and actions on the neural experiences of students, striving to create a positive digital learning environment.
In this connection, the interdisciplinary field of cognitology serves as a comprehensive framework for studying cognition across nature, humanity, and society. Within this context, embracing cognitive, psychosocial, and linguistic neuroscience, the soft cycle plays a crucial role in understanding the principles regulating human cognitive processes. Therefore, language is a central tool for consciousness, facilitating the expression of thought.
In this regard, the ethical requirements and boundaries of conduct for educators in the digital environment, based on the neurolinguistic foundations, require fostering an environment that promotes the cognitive growth and ethical awareness. By adopting this approach, educators can increase the potential of digital technologies while ensuring that the brain work of learners remains at the forefront of educational practices in the digital age.

Disclosures

This research received no external funding.
Institutional review board statement: Not applicable.
The authors declare no conflict of interest.

References