The article is dedicated to the relevant issues of neuroeducation in the system of vocational education. The article aims to reflect on the results of neuroscience integration into university practice, including professional terminology teaching. Notably, for the first time the possibility of forming professional thinking among university students based on knowledge about mechanisms of brain functioning during concepts acquisition (brain-based learning) was analyzed. The article shows that new words (terms) acquisition and understanding is based on neural systems that are responsible for processes of perception, attention, memory and executive functions, as well as reward and motivational states. Moreover, the importance of addressing the specifics of professional terminology, abstract and concrete concepts, during the acquisition process is stated. The difference between research directions in different countries was revealed during the study of neuroeducation: Russian scientists are focused more on personalized neuroeducational technologies and on the development of neurodidactics methods; scientists abroad aim to develop a unified methodology of neuroeducation and find evidence of the efficiency of teaching methods based on knowledge about brain functioning. The authors of the artcile believe that improving teachers’ competence in the field of neurobiology in order to avoid the prevalence of neuromyphs and to increase the efficiency of the learning process is important. The data given in the article may be useful to university teachers in organizing the educational process.