Neuroeducación: Modelos de Aplicación y Desafíos Éticos para la Formación Docente

The objective of this theoretical and documentary review is to analyze neuroeducation and its application strategies, to identify its conceptual foundations, and to examine the ethical challenges involved in mitigating the spread of neuromyths among teachers. The methodology included systematic reviews and the analysis of a documentary corpus obtained from indexed databases, resulting in the selection of 41 articles. The selection criteria emphasized thematic relevance, methodological rigor, and a temporal limitation to publications from 2020 to 2025.

The main findings converge on the importance of strengthening the socio-emotional and cognitive dimensions through neurodidactic strategies such as Universal Design for Learning (UDL) and Problem-Based Learning (PBL). A notable tension was identified regarding the predominance of the Applied approach 70% in postgraduate training programs across Latin America, which tends to minimize the inclusion of the Translational approach 7%, a key component for developing critical literacy capable of effectively counteracting the influence of neuromyths in teaching practice.

Furthermore, a positive correlation was confirmed between teachers’ insufficient training and the limited implementation of neurodidactic strategies in classrooms in Mexico and other countries. The findings highlight the urgent need to update the curriculum to promote comprehensive and humanistic teacher education.