Abstract:

Objectives:
The purpose of this study is to examine the scientific foundations for integrating neuroscience in general and cognitive neuroscience specifically into the field of education. The scientific community has demonstrated a strong interest in recent decades in integrating neuroscience into education and the various levels of learning: cognition and emotion and precisely multisensory learning, social abilities, and personality traits based on the behavioral patterns of students. Furthermore, ethical issues have emerged upon the application of neuroscientific methods in an educational setting.

Methods/Analysis:
The current work employs a systematic review of research articles published in the previous two decades after a keyword search of databases of acknowledged worldwide reputation. The study was designed as a systematic literature analysis and incorporates papers from Scopus, PubMed, Elsevier, and PsycINFO databases. A flowchart is designed to indicate the methodology procedure.

Findings:
The review's findings emphasize the critical nature of integrating neuroscience in education and raise ethical concerns about the implementation of neuroscientific methods and tools in educational environments.

Novelty /Improvement:
The novelty of this work is that the literature review on cognitive neuroscience was conducted using a combination of review articles and applied research projects illustrating both the importance of cognitive neuroscience in education and also ethical considerations upon the application of neuroscientific methods in the evaluation of learning, cognitive and emotional parameters.

Keywords:

Cognitive Neuroscience, Educational Setting, Neuroscientific Methods, Learning, Cognition, Emotion, Ethics.