Maria V. Maximova — PhD in International Educational Development Cooperation, Senior Specialist of the Laboratory of Online Learning and Quality Analysis in Education of the Institute of Online Education, Financial University under the Government of the Russian Federation. E-mail: mvmaksimova@fa.ru (сorresponding author) 

Olga V. Frolova — Senior Specialist of the Laboratory of Online Learning and Quality Analysis in Education of the Institute of Online Education, Financial University under the Government of the Russian Federation. E-mail: ovfrolova@fa.ru 

Tatiana A. Chekalina — Candidate of Sciences in Pedagogy, Associate Professor at the Department “Digitalization of Education”, Financial University under the Government of the Russian Federation. E-mail: tachekalina@fa.ru 

Address: 23, Oleko Dundicha St., 121096 Moscow, Russian Federation. 

These days shows a rapid expansion of neuroscience in various spheres of society. Besides neuroscience results actively introduced in the education system, especially because of digitalization of society. However, there are also started to appear neuromyths, which are misconceptions generated by a misinterpretation of scientific facts related to the brain function. The prevalence of neuromyths could also bring a number of risks that can significantly affect the learning process. The study provides an analysis of the various research results that determined the extent of the prevalence of neuromyths among schools and universities educators in different countries. This study aimed to explore the prevalence of belief in neuromyths among faculties of Russian higher educational institutions. The results of the study showed the need for further active implementation of neurobiology approaches among faculties of educational organizations.