The article proposes several directions that, in the authors’ opinion, are of significant importance for educational policy. These include Cognitive asymmetry in modern society (the predominance of information-processing speed over the depth of comprehension, leading to a decline in learning quality and the development of intellectual laziness), the illusion of individualized education through the creation of information bubbles (the formation of “information bubbles” due to algorithmic content personalization, which narrows one’s horizons and weakens critical thinking), value-ethical collapse in the widespread use of neural networks (the erosion of ethical norms and degradation of communication against the backdrop of interaction with AI that simulates empathy), erosion of digital sovereignty amid heightened attention to information security issues (low levels of cyberliteracy and neglect of information security rules among users), digital overuse (excessive dependence on technology, leading to the degradation of natural cognitive functions). The article analyzes the current state of affairs, highlights concerns that could have negative consequences if scaled up, and offers recommendations to mitigate the impact of the described risks. For each proposed direction, a unified presentation structure is suggested: description, risks, reflections, and proposals for minimizingpotential harm.

   The key role of the educator in creating a learner-centered environment — where digital tools are used consciously and in a balanced way — is emphasized.

   In the overall conclusion of the article, the authors emphasize that, despite the vast potential of artificial intelligence and neural networks, they cannot replace: face-to-face interaction with a teacher, the creation of a space for students to gain educational experience, paying attention to the physical well-being (or bodily awareness) of both the educator and the learner.