Lack of psychoemotional content in training texts

This article addresses a key issue in the development of educational materials: the lack of attention to the psychoemotional component, which affects how students perceive educational texts. This issue becomes particularly significant with the rise of personalized and independent learning approaches that use generative language models to create educational content. We analyze both traditional and innovative methods for developing educational texts and highlight the need for tone analysis techniques to shape their emotional impact. Implementing a system for analyzing the emotional tone of educational texts enables the adaptation of materials to specific conditions, improving their readability and helping students overcome psychoemotional barriers in learning.