Neuroeducation and Brain Plasticity: A Narrative Review of Their Conceptual Foundations for the Design of Innovative Pedagogical Strategies

Abstract

Neuroeducation, a discipline integrating neuroscience, education, and psychology, provides a solid framework for understanding and optimizing teaching-learning processes based on brain functioning. This narrative review analyzes its conceptual foundations and their relationship with brain plasticity, understood as the brain’s capacity to reorganize and adapt through mechanisms such as synaptogenesis, long-term potentiation, and adult neurogenesis. The decisive role of emotions, attention, and memory in consolidating learning is highlighted, as well as the importance of sensitive developmental periods for designing pedagogical interventions aligned with neurobiological maturation. Methodologically, a bibliographic search was carried out in Scopus, Web of Science, Scielo, and Redalyc, considering publications between 2015 and 2025, under defined inclusion and exclusion criteria. The results emphasize innovative strategies from neurodidactics, including active learning, multimodal encoding, spaced practice, and formative feedback, together with fostering metacognition, integrating technology, and creating enriched environments. It is concluded that neuroeducation, grounded in scientific evidence and ethical principles, emerges as a pathway to transform education into an inclusive, meaningful, and brain-compatible experience.