Every field of study requires the clarification of different lines of work, which provides from the intersection across disciplines. In the case of the emerging field of neuroeducation -the combination between the neurosciences and the educational sciences- the possibilities to include the study of the brain to improve the understanding of the learning processes included several areas of working. Based on an analytical revision of the recent literature we have confirmed at least two main areas that can be divided in several niches of commun interest.

One area of collaboration can be related to the emerging areas of research that can be developed jointly by a number of specialists from a multidisciplinary perspective. In this area, much of the biological explanations involved in learning still need to be described along with knowledge about how the brain learns as a result of the lifelong experience. There is no doubt that neuroscience provides key biological reasons to be taken into account on explanatory arguments of the education and, equally, that educators have practical questions that can be translated to laboratory hypothesis to be tested and confirmed.

Another area is aimed at establishing the neuroeducational foundations, in the way to the construction of an unique discipline from a transdisciplinary perspective. In this line we locate a number of studies that seek to settle the semantic basis for the understanding of both the neuroscientific and the psycho-pedagogical principles. Also, the studies that search for the design of a coherent syllabus of training for a hybrid profesional, the neuroeducator. Along with the role of this profesional in schools, educational centers, and public in general.

The connection between neuroscience and education is more and more required, and we also found other emerging areas, from the care of the brain as a value, the relevance of the emotions and the brain, and other ethical issues.