Bridges between neuroscience and teaching practice: a systematic review of neurodidactic strategies
DOI:
https://doi.org/10.17561/ae.v28n1.9995Keywords:
Neurodidactics, Neuroeducation, Meaningful learning, Emotional regulation, Teaching practices.Abstract
Advances in neuroscience have provided a deeper understanding of the cognitive, emotional, and social processes involved in learning, although their pedagogical application remains limited and hindered by neuromyths. This systematic review analysed the effectiveness of neurodidactic strategies within formal educational contexts. Searches were conducted across Web of Science, Scopus, PubMed, and Academic Search Ultimate for empirical studies published between 2015 and 2025, assessing methodological quality according to PRISMA 2020 and EPHPP guidelines. Out of 95 identified records, 10 met inclusion criteria. Results indicated that strategies such as active learning, multisensory teaching, emotional support, and teacher training in neuroscience improved academic performance, emotional self-regulation, intrinsic motivation, and student satisfaction. It is concluded that neurodidactic strategies constitute an effective resource for integrating brain knowledge into inclusive and engaging pedagogical practices, highlighting the need for specialized teacher training and longitudinal studies to evaluate long-term impact.
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