Intelligent Management and Artificial Intelligence: Trends, Challenges, and Opportunities, Vol.2

Purpose: The aim of this publication is to present the potential of neurofeedback as a modern diagnostic tool for identifying cognitive-emotional problems in academia. The relationship between objective EEG indicators and declared difficulties reported by students is analysed, with a particular focus on their relevance to the management of the academic learning process. Need for the study: Declarative self-assessment methods may not reflect actual cognitive and emotional states. There is a need to search for and implement innovative, objective diagnostic tools that can support academic institutions in monitoring and supporting learning processes. Neurofeedback fits into this trend, providing new possibilities for the management of educational quality. Methodology: The study included students for whom data were recorded using neurofeedback. Indicators that dealt with stress, concentration and memory were analysed and then compared with the cognitive-emotional problems reported in the questionnaire. Findings: The data obtained indicate that the students' declarative difficulties are not always consistent with the results of the EEG measurements. Some participants underestimated or overestimated their cognitive-emotional difficulties, which highlights the limitations of self-evaluation. The results confirm that neurofeedback can be a valuable diagnostic tool in identifying cognitive-emotional difficulties. Practical Implications: Integrating neurofeedback into higher education processes can support innovative educational management. Providing more accurate (objective) data to support the identification of students' needs and problems can assist in planning appropriate support. This, in turn, should result in increased learning effectiveness. In the long term, this may translate into better preparation of students for the professional challenges ahead.