The research aims to analyze the possibilities of contemporary neuromethods in educational discourse. The distribution of attention, its stability, and volume are significant factors in mastering educational programs. The research considers attention as one of the most important conditions for the effectiveness of any activity (face-to-face or online, independent or collective, research, project, etc.). The task of the neuromethodological approach is to minimize and increase the effectiveness of a person’s bioenergy costs to perform any actions of a professional or educational nature, as well as to concentrate on the accuracy of their implementation. During the research, the authors identified the possibilities of eye-tracking and some other technologies in preparing students. At the entrance stage, the results of the subjects do not differ much from each other. The thesaurus was 25–27 words. By the end of the study, the students’ results had changed significantly. On average, the students’ results increased to 145–148 words. These data show that implementing neuroeducation in the framework of vocational training using eye-tracking technology makes it possible to form a clear idea of how a person remembers information best and how to present materials so that students remember it most quickly. When neurotechnologies are applied in educational settings, students learn to recognize patterns in eye movements across visual materials. By understanding these patterns, they can more effectively develop and tailor course content to enhance their mastery of the taught subjects.