Systematic review of neuroscience and meaningful learning in Higher Education

Díaz-Zavala R.M.; Cuadros-Paz L.E.; Esquivel-Las Heras J.A.; Cuadros-Linares L.D. · Revista de Ciencias Sociales (2026) · DOI: 10.31876/rcs.v32i.45746

Resumen

The overall objective was to conduct a systematic review of the main contributions of neuroscience to understanding and promoting meaningful learning in higher education students, highlighting its usefulness in guiding teaching processes based on scientific evidence. The research was developed using a qualitative approach, with a non-experimental, exploratory-descriptive, and documentary design, applying PRISMA criteria for the identification, selection, coding, and synthesis of 18 sources published between 2020 and 2025 in Scopus and academic repositories. The results show a strong convergence regarding the importance of understanding neurocognitive processes such as neuronal plasticity, memory, sustained attention, and emotional regulation, as these directly influence the retention, motivation, and transfer of knowledge. Pedagogical strategies grounded in neuroscience, such as gamification, experiential learning, multisensory stimulation, cognitive pauses, distributed practice, and the use of digital technologies, demonstrate consistent positive effects on deep learning when integrated strategically into instructional design. It is concluded that the structured application of neuroscientific principles strengthens meaningful learning in higher education, offering a conceptual and practical framework that allows for improved educational quality, the creation of more inclusive learning environments, and the generation of training proposals in accordance with the demands of contemporary university education. Licencia de Creative Commons Atribución 4.0 Internacional (CC BY 4.0) https://creativecommons.org/licenses/by/4.0/deed.es

Instituciones: Universidad Nacional de San Agustín de Arequipa