The study aims at analyzing social and psychological issues of Smart education (the education involving artificial intelligence technologies). Modern education and its subjects are increasingly changing. And the changes are not confined to the forms and content of education,but make a person reinterpret themselves as a personality, partner, student, and professional, they also lead to transformation and deformation of personal relations with themselves and the world, their functioning in various spheres: academic and labor, family and friends, everyday life and hobby, sport and recreation. Properly implemented Smart education will intensify and enhance education quality, attaining these goals, though, requires development and introduction of appropriate smart technologies, and consonance of educational organization’s objectives with the goals of education. The authors' contribution to the study of social and psychological problems of smart education is associated with an attempt to clarify the conceptual and technological, value and target boundaries of smart education, which will increase the effectiveness of using smart technologies in teaching and upbringing in schools, universities and other educational institutions.

Due to the COVID-19 crisis schools and universities all around the world were forced to use digital learning methods. But even assuming a seamless transition to digital platforms, good Online Learning tools do not imply good content and a good presentation of the content. This article describes the approach of a project funded by the European Union to create brain-stimulating Online Learning content which combines elements from classic didactics with elements from neurodidactics and aims to add value to Online Learning. It also suggests that further research should be conducted in other contexts, such as schools and universities, to describe how brain-stimulating Online Learning content could bring more value to Online Learning content.

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