Perceptions of educators about neuroscience in teaching strategies

Cuneo-Álvarez G.L.; Nue Caballero P.; Viacava Parodi K.; Rossi-Esteban G.P.; Bedoya-Chanove J.D.C.; Luz Margarita Borda Soaquita A.; Velásquez Rodríguez N.C. · Psiquemag (2025) · DOI: 10.18050/psiquemag.v14i2.4068

Resumen

This study explores the role of neuroscience in shaping the perceptions and teaching strategies of university teachers. Using a quantitative, non-experimental approach, a survey was conducted among 132 teachers to assess the links between neuroscientific knowledge (brain plasticity, individual differences, and emotional learning) and pedagogical dimensions (educational technology, active teaching, and socio-emotional learning). The reliability, validity, and structure of the relationships between the constructs were analyzed using partial least squares structural equation modelling (PLS-SEM). The results indicate that neuroscience influences on teachers’ perceptions of innovation and the development of teaching strategies, which explains a considerable proportion of the variability in didactic of the variability in the didactics of learning and its associated dimensions. The study concludes that improving the neuroscientific knowledge of teachers and adopting active methodologies contribute to more effective and inclusive higher education.

Instituciones: Universidad Privada de Tacna; Universidad Católica Sedes Sapientiae