IMPORTANCE OF NEUROIMAGING IN NEUROPEDAGOGY: ADVANCES AND CHALLENGES FOR BRAIN SCIENCE-BASED EDUCATION

Abstract

This study analyzes the need to incorporate neuroimaging into neuropedagogy, examining educators' perceptions of its importance, advances and challenges. A mixed design was used with 350 teachers from Spain, Brazil, Colombia, Mexico and Paraguay. A quantitative questionnaire was used (Likert scale 1-5) with 20 items distributed in four dimensions: Neuropedagogy, Neuroimaging, Advances and Challenges. It was complemented with a focus group of 10 participants. Descriptive, correlational and regression analyses were conducted, along with a qualitative thematic analysis. Quantitative analyses revealed positive perceptions in all dimensions, with significant correlations between Neuropedagogy, Neuroimaging and Advances (r between 0.685 and 0.743, p<0.01). Regression showed Neuroimaging to be the strongest predictor of Neuropedagogy rating (β=0.456, p<0.001). Qualitative analysis identified enthusiasm for Neuropedagogy and Neuroimaging, but also challenges in their practical application. The findings underscore the perceived importance of neuroimaging in neuropedagogy, but also reveal significant barriers to its effective implementation. The need for further teacher training, resource development, and ethical guidelines for the use of neuroimaging in education is highlighted. Future research is suggested to translate neuroimaging findings into concrete pedagogical strategies and evaluate their effectiveness in various educational contexts.