Journal of Neuroeducation

Editorial - Vol. V, Issue 2

Laia Lluch Molins — 2025-02-13

Evaluation of Li-TMS as an intervention to enhance cognitive performance in university students

Raúl Sampieri Cabrera — 2025-02-13

Background:The present study evaluated the impact of low-intensity transcranial magnetic stimulation (Li-TMS) on the cognitive performance of university students. Given the increasing interest in non-invasive brain stimulation techniques to enhance cognitive functions, this study aims to explore the efficacy of Li-TMS using the Digit Symbol Substitution Test (DSST) as a measure of cognitive performance. Methods: The sample included 30 participants, who were randomly divided into two groups: an experimental group and a control group. The experimental group received daily Li-TMS sessions for 10 days. In contrast, the control group received sham low-intensity sessions under the same temporal protocol to control for placebo effects. The DSST was administered to all participants before and after the intervention to assess changes in cognitive performance. Results: The results demonstrated a significant improvement in DSST scores in the experimental group compared to the control group. This finding suggests that Li-TMS can effectively enhance specific cognitive skills in a young and healthy population. Conclusion: Li-TMS appears to be a promising tool for cognitive enhancement, with potential applications in educational and professional settings. These findings support the utility of Li-TMS as a cognitive training intervention, offering a non-invasive method to improve cognitive functions in young adults. Further research is warranted to explore the long-term effects and underlying mechanisms of Li-TMS on cognitive performance.

Perspectives Of Brain Research (Educational Neuroscience) on the Design and Implementation of Teaching Strategies in Educational Technology

Sani Alkhassawneh — 2025-02-17

The amalgamation of educational neuroscience and educational technology generates novel prospects for improving the understanding and efficacy of pedagogical approaches. By analyzing the brain's engagement with many educational technologies, educators can develop more effective instructional strategies customized to students' requirements. This approach can yield substantial enhancements in academic performance and offer varied and thorough learning experiences. This research investigates the influence of findings from educational neuroscience on the development and implementation of instructional strategies within educational technology. Analyze the amalgamation of educational technology with concepts from educational neuroscience and contrast conventional learning theories with those grounded on neuroscience. Present the empirical evidence supporting the improvement of learning outcomes through neuroscience-informed pedagogical approaches, as well as the challenges and constraints related to the application of educational neuroscience in educational technology.

Reading comprehension in first-year high school students. A preliminary study.

Álvaro Federico Muchiut — 2025-02-17

Reading comprehension is a nationwide issue that significantly impacts students' academic performance and their ability to acquire knowledge, not only in the language area but also in other subjects, highlighting its relevance in the learning process. Reading comprehension is a highly complex skill that involves various areas, as outlined by the multi-component theoretical model that frames this study. The objective of this work was to describe and analyze the impact of a neurodidactic intervention focused on reading comprehension in first-year secondary school students. A quantitative, experimental, longitudinal study with an exploratory-descriptive scope was conducted. A convenience sample of 56 first-year students from two private educational institutions was considered; forming an "Experimental" group and a "Control" group that were evaluated in two phases with the Leer para Comprender-II Test (pre-intervention and post-intervention). In the pre-intervention evaluation, the results indicated low levels of reading comprehension in the studied population, as well as significant changes post-intervention in the experimental group in the components involved in reading comprehension, specifically, in facts and sequences and in lexical semantics, and a tendency towards improvement in the other evaluated skills, compared to the changes that occur through conventional teaching. These preliminary findings highlight the relevance of designing and implementing specific intervention programs to address this issue at the secondary level, promoting the development of key skills for reading comprehension and academic performance.

Educating the child's unconscious: A proposal for the primary school.

Joaquim Valls Morató — 2025-02-13

Educating the child's unconscious is possible and recommended to improve the character and vital intelligence of boys and girls between 6 and 12 years old. A methodology is proposed that uses three tools, which in no case imply an increase in the economic budget of the schools, nor an extra investment of time on the part of teachers, given that they are usually already used in primary education: learn calligraphy, children's stories and ad hoc songs. It is intended to adapt the Neuro-Calligraphic Programming (NCP), for the re-education of the cognitive and emotional unconscious of adults for Primary School, with statistically significant results in the VIA Test of the 24 Character Strengths, which two of the most emblematic representatives of positive psychology, Martin Seligman and Cris Petersen, created in 2004 (1). The approach is based on the assumption that the brain and intelligence direct behaviour to solve problems that affect survival and well-being. This article adopts the notion of personality at three levels (2): temperament (genetically inherited), character (learned through experience and education), and chosen personality (trained to live intelligently). In addition to focusing on the education of conscious character, which represents only 5% of our thinking capacity, the «3C» method also and above all aims to educate the neurological unconscious of boys and girls, through the automation of habits. positive. The basal ganglia, which facilitate fine motor skills and the integration of thoughts and emotions, are crucial in this process. The hippocampus and thalamus are also taken into account to, respectively, rewrite the scripts of biography in those aspects that involve limiting beliefs, and redirect executive attention in those cases that are biased towards a dysfunctional negative vision.

CLEVER, Esquema Neurodidáctico para Fortalecer Los Procesos Cognitivos de la Competencia Lectora

Leonor Alvarez Franco — 2025-02-17

The prioritization of reading competence in the classroom spaces as a learning tool from different disciplinary areas is one of the premises of study of educational entities and has been a focus since the pedagogical inquiry in favor of students. In academic retrospect, recent studies determine reading performance as a necessity, a resource for the development of communication skills. This research aims to design a neurodidactic scheme (CLEVER) to strengthen reading procedures from three areas of incidence: Activation, Training and Experimentation in the fifth-grade primary children of Institución Educativa Distrital Madres Católicas. According to this postulate, the sociocritical paradigm will be addressed from a qualitative approach in the educational action research modality with the analysis of the categories, participant observation, interviews, design of neurodidactic exercises and exploratory tests. The preliminary results corroborated the need for methodologies of emotional stimulation, cognitive control in literacy, and the application of neurodidactic workshops of textual comprehension implemented in the CLEVER scheme. The reading ability entails the activation of neural substrates whose functioning is consolidated through emotions, cognition, and experiences, reinforced by neurodidactic strategies in the situations of interaction and training.

High School Students and Artificial Intelligence: A neuroeducational perspective on literacy and self-improvement, thinking and creativity

Ricardo Alberto Reza Flores — 2025-02-17

The incorporation of Artificial Intelligence (AI) in neuroeducation represents an enormous challenge for the development of digital skills and personalizing education from different angles. Despite the relatively recent global popularization of AI in the educational system, uncertainty prevails due to the lack of validated data available on how students integrate it into their daily academic life, which can limit the making of pertinent pedagogical adjustments; in addition, there is not enough comparative evidence of the management of this technology between the public and private sectors. To this end, the research aimed to: analyze the secondary education students, how they become literate in the use of AI and develop their cognitive and creative capacities with this technology, to consolidate personal and academic goals. The methodology adopted a quantitative, transversal and descriptive approach, supported by an ad hoc instrument applied to 576 secondary school students from public and private schools; Reliability tests were carried out using Cronbach's Alpha and non-parametric statistics through Pearson's Chi Square and Mann-Whitney U. The findings reveal that students about AI: recognize its importance and show interest in using it; not all have been taught to use it in their schools, some have learned to use it out of intrinsic motivation; they consider that it can help them consolidate achievements; they think that it can enhance their creativity, without diminishing their cognitive capacity; and they expressed that the excessive use of this technology can cause a strong dependence that leads to procrastination. It is concluded that educating students with AI can be crucial to incorporate them as digital citizens in a hyperconnected world; neuroeducationally, AI becomes a substantive element to optimize educational processes and promote cognitive and creative adaptation by personalizing learning, and more so by demonstrating that there is motivation among students to use it; the development of digital skills must be encouraged within an ethical and responsible framework; and teachers must assertively incorporate this technology into the classroom to promote meaningful and lasting learning.

Neurociencia Cognitiva y Pensamiento Matemático en la Nueva Escuela Mexicana

Alejandro Díaz-Cabriales — 2025-02-13

The implementation of the educational model of the New Mexican School has developed a series of areas of development opportunity for pedagogical knowledge in the Mexican educational system. One of them is the inclusion of neuroscientific knowledge in the teaching practice of teachers in the country. The present documentary research aims to offer preschool and primary education teachers a series of empirical discoveries about the functioning of the brain and its relationship with the neurobiological phenomenon of learning, but above all with the influence that these cognitive processes have on the development of mathematical thinking in children.

Electroencephalographic activity associated with the relationship cognitive load, stress and emotion in a group of professors of experimental sciences

Carolina María González Velásquez — 2025-02-13

CLEVER, Esquema Neurodidáctico para Fortalecer Los Procesos Cognitivos de la Competencia Lectora

Leonor Alvarez Franco — 2025-02-17

The PONCE mt: I can help you learn better!

Gabriela Ponce-Ibarra — 2025-02-17

In this article we present a test that allows school-age children to have support to face language and dental problems that can be detected by classroom teachers and channeled; the cognitive part goes to the speech therapist and the clinical part goes to the orthodontist so that the process of including the child in the classroom can be carried out.
We invite the reader to a medical check-up to detect similar characteristics and feel confident in receiving care in a harmonious and trusting environment, always seeking their well-being in this increasingly inclusive society.
We propose three simple steps to give rise to this review, detecting the needs and together with your teacher you can be channeled in a timely manner, PONCE mt will facilitate this procedure as it is an Organic Test to channel and intervene language specialists and orthodontists.

Students and Artificial Intelligence: learning, thinking and creativity

Ricardo Alberto Reza Flores — 2025-02-13

Enfocament restauratiu global, convivència i èxit a l’Escola La Mercè

Carlos Javier Blanch Pelechá — 2025-02-13

This study analyzes the implementation of the Global Restorative Approach (GRA) at La Mercè School in Tortosa as a tool to improve coexistence and foster a cohesive and resilient educational community. The research is conducted in the context of a school with increasing cultural diversity, which has required redefining its educational project to adapt to the current reality.

Through a participatory process and teacher training in pedagogical leadership, the school has incorporated the GRA as a strategy to transform school coexistence. This model is based on principles such as collective responsibility, emotional self-regulation, active participation, and damage repair. By implementing dialogue circles, restorative spaces, and mediation, the school has managed to create an environment of trust and security, fostering self-esteem and the engagement of the entire educational community.

The results show an increase in the sense of belonging, a reduction in school absenteeism, and an improvement in conflict management, demonstrating that the GRA is not only an effective methodology but also a fundamental tool for educational and social transformation. This study serves as a reference for other schools interested in implementing restorative approaches in education.

Caminem cap a una escola amb una mirada restaurativa

Rosanna Cabau Pomar — 2025-02-13

Walking towards a restorative school meant keeping in mind the emotional well-being of the entire Educational Community. Taking care of our interpersonal relationships and building a network of people who live together creating bonds has become one of the fundamental pillars of our school.

When we talk about Global Restorative Approach (ERG) we are not talking about a methodology, we are talking about the transmission of values such as respect, inclusion, responsibility and cooperation.

To work and deepen these values, we must develop in our students different basic skills such as active and empathetic listening, non-violent communication (NVC) and literacy of emotions.

In short, our goal is to achieve a critical, dialogic and responsible child, who is part of a friendly community and who uses open and positive communication.

La neuroeducació transformant l’aula: una mirada a l’aprenentatge a l’Escola Octavio Paz

Alicia Godes — 2025-02-13

The growing concern about improving academic outcomes and how we can help children to learn in a meaningful way leads us to ask and question how learning works and why we learn the way we learn. This is why neuroscience can give us answers to all these questions that both teachers and families ask ourselves continuously, determining which factors and which variables need to be taken into account to facilitate and personalize children's learning.

At Escola Octavio Paz, the educational project was transformed years ago in order to adapt it to the real needs of children, families and the society of the 21st century. In this process of changing our perspective and methodology, neuroscience has been very present at all times, with the help of the Chair of Neuroeducation at the University of Barcelona, the teaching team has felt accompanied in this research on how to teach and to know how we learn.

La neurociencia cognitiva en el pensamiento matemático en las fases 2 y 3 de la Nueva Escuela Mexicana

Alejandro Díaz-Cabriales — 2025-02-13

The implementation of the educational model of the New Mexican School has revealed a development opportunity series for pedagogical knowledge in the educational system of México. One of them is the inclusion of neuroscientific knowledge in the teaching practice of teachers in the country. This study aims to offer preschool and primary education teachers a series of empirical discoveries about the functioning of the brain and its relationship with the neurobiological phenomenon of learning, but above all, with the influence these cognitive processes have on children’s mathematical thinking development.

Electroencephalographic activity associated with the relationship cognitive load, stress and emotion recognition in a focus group of university professors of experimental sciences

Carolina María González Velásquez — 2025-02-17

This article presents the recording and analysis of the electrical activity of EEG signals in situations of cognitive load, stress and emotion recognition as part of a doctoral research that was carried out with a focus group of Colombian university professors of experimental sciences. One of the purposes of the study was to analyze the physiological changes in the electrical activity of the brain due to teaching activities that involve cognitive load, stress and the recognition of emotions that triggers this process for the group of teachers. To acquire the rhythms of the EEG signals, the Emotiv EPOC+ device and a group of psychometric tests adapted to induce signals in relation to tasks associated with teaching, such as attention and memory, were used. Spectral power density was used as a mathematical function and the signals were used with PSD, permutation entropy and approximate entropy and classification was performed with k-nearest neighbors. It is concluded that there was a predominance of theta-alpha rhythms in the majority of the teachers in the study, in addition, activities of attention, working memory and other executive functions were identified with a performance of 75.1 ± 3.05% with the classifier and, finally, They recognize mixed emotions, some of which are predictors of work stress, such as anxiety and tension, which affect teaching practice and professional development.

PONCE mt, prueba de canalización para lograr la mejora de los trastornos del neurodesarrollo

Gabriela Ponce-Ibarra — 2025-02-17

This article elaborates on the validation, consistency, and reliability of the PONCE mt test (Organic Neuroeducational Test for Specialized Channeling in Morphology and Disorders), which serves as a bridge between educators and the cognitive aspects through speech therapists and clinics via orthodontists, facilitating the inclusion process of children in the classroom.

The article presents findings on the test design and its validation for identifying school-aged children with neurodevelopmental disorders and language issues. The Organic Test was developed to canalize and intervene with specialists in language and orthodontics. PONCE mt focuses on concrete actions to ensure that principles of equity are effectively applied, seeking to recognize and address inequalities and barriers that may prevent some children from having the same opportunities as others.

Under the format of a Collective Work Report, reliability was determined, followed by validity assessment implemented in two stages, both evaluating relevance and wording using the Likert scale, finally, internal consistency was examined by comparing the neuroeducational component with the clinical component, divided into language and orthodontics. The PONCE mt test was compared with the SISAT and the Questionnaire for Dental Specialists to ensure comprehensibility by all three specialists, enabling the educator to become a neuroeducator. The tool, along with usage manuals and evaluations, is provided for easy handling in classrooms.

As a result, it is concluded that the instrument is fully viable for daily use by teachers to identify and channel school-aged children with speech morphology conditions and neurodevelopmental disorders that hinder the teaching and learning process. If the neuroeducator uses the PONCE mt tool as a cognitive link to academic performance, they will evolve into a neuropsychoeducaror, the most innovative third generation of clinical-educational implementation.