NEUROPEDAGOGY AND NEUROMETHODOLOGY FOR TEACHING AND RESEARCH: CONTRIBUTIONS FROM NEUROIMAGING

Abstract

This study analyzes the need to incorporate neuroimaging into neuropedagogy and teaching and research neuromethodologies, examining educators' perceptions of their importance and relationships. A mixed design was used with 165 teachers from Spain, Brazil, Paraguay, Mexico, and Colombia. A quantitative questionnaire (4-point Likert scale) was used with 20 items distributed across four dimensions: Neuropedagogy, Teaching Neuromethodology, Research Neuromethodology, and Neuroimaging. It was complemented by a focus group of 10 participants. Descriptive, correlational, and regression analyses were conducted, along with a qualitative thematic analysis. Quantitative analyses revealed positive perceptions across all dimensions, with significant correlations between Neuropedagogy, Teaching Neuromethodology, and Research Neuromethodology (r between 0.692 and 0.757, p<0.01). Regression showed that Teaching Neuromethodology is the strongest predictor of Neuropedagogy valuation (β=0.467, p<0.001), followed by Research Neuromethodology (β=0.325, p<0.001). Qualitative analysis identified enthusiasm for these fields but also challenges in their practical application. The findings underscore the perceived importance of neuromethodologies and neuroimaging in neuropedagogy but also reveal significant barriers to their effective implementation. The need for further teacher training, resource development, and ethical guidelines for the use of these approaches in education is highlighted. Future research is suggested to translate neuromethodological and neuroimaging findings into concrete pedagogical strategies and evaluate their effectiveness in various educational contexts.