Abstract:

In recent years, education and training have increasingly emphasized the need to integrate knowledge from pedagogy, psychology, social sciences, and neuroscience in order to understand learning processes in their full complexity. This interdisciplinary convergence supports the view of the learner as unitas multiplex, a bio-psycho-social being whose development results from the interaction of cognitive, emotional, and contextual factors. Recognizing this multidimensionality enhances the relevance of neuroscience-informed approaches, which offer theoretical and practical benefits for both teaching quality and learner well-being.

The study employs a qualitative, interpretative methodology that includes systematic analysis of interdisciplinary literature, examination of empirical findings on neural plasticity, and review of educational practices aligned with neuroscientific principles. A comparative framework is used to map how different “brain-based” approaches translate scientific evidence into pedagogical strategies, allowing the identification of recurring assumptions, methodological criteria, and conditions of efficacy.

Results indicate three core insights. First, learning emerges as an embodied and relational process in which attention, emotion, and memory function synergistically; this supports educational designs that integrate cognitive activation with emotional engagement and motor experience. Second, evidence on neural plasticity demonstrates that active, contextualized, and meaningful learning experiences promote long-term synaptic change and competence development, underscoring the relevance of environments that encourage exploration and reflective practice. Third, methodologies such as coaching, modeling, and scaffolding—when grounded in neuroscientific findings—enhance personalization, support metacognitive growth, and facilitate inclusive participation, yielding measurable benefits for learner motivation and self-regulation.

The conclusions highlight the potential of a neuroscience-informed pedagogy to contribute to a coherent “science of learning.” Integrating neuroscientific insights does not replace educational theory but reinforces it by offering explanatory models for developmental trajectories and by enabling evidence-based evaluation of instructional interventions through digital tools and brain-imaging technologies. The study argues that such an interdisciplinary framework increases the relevance and impact of educational practice by promoting instructional designs that are responsive, equitable, and aligned with the multidimensional nature of human learning.

Keywords:

Neuroscience and Education, Neuroeducation, Trasformative Learning, Inclusive Education, Brian-Based Learning.