At the end of 20th century and especially in this century the education field is undergoing a significant change not only as a result of technological innovations but also pedagogical innovations on the bases of artificial intelligence (AI), cognitive science and neuroscience. What interested us was the attitude of students and teachers towards these changes. In the research the participating students were arranged in two groups, the control group (CG), where conventional lessons were carried out and the experimental group (EG), in which teachers used a transdisciplinary cognitive neuroeducation model. The performance data for the both groups was acquired via questionnaire adopted from TIMSS research. The teachers' attitude towards these changes was mostly monitored via qualitative research. As is apparent from the results, a positive shift can be seen in the students' attitude towards school. And this positive attitude towards school can create in students the suitable motivation, which is the first and most important step towards quality knowledge. A positive shift was also made in the minds of the teachers.