Contributions of Neuroscience, Neuroeducation, and Neuropsychology to Education

Authors

Dulce María Flores-Olvera
Meritorious Autonomous University of Puebla image/svg+xml
https://orcid.org/0000-0002-9163-9955 (unauthenticated)
Luis Angel Aguilar-Carrasco
Meritorious Autonomous University of Puebla image/svg+xml
https://orcid.org/0000-0002-0473-6950 (unauthenticated)
Itxel Cid-Polo
Meritorious Autonomous University of Puebla image/svg+xml
https://orcid.org/0000-0002-5008-8632 (unauthenticated)
DOI: https://doi.org/10.59343/jlaed.5

Keywords:

Neuroscience, Neuroeducation, Neuropsychology, Education

Synopsis

This volume examines how current knowledge about the brain can reshape teaching practice and curricular design within inclusive educational settings. The first section explains the organization of the nervous system, brain plasticity, and the role of executive functions, social cognition, and emotional self-regulation in learning. It also discusses the neurocognitive bases of reading, writing, and mathematical reasoning, linking them to neurodevelopmental disorders and a broader understanding of neurodiversity. The second section brings these insights into the classroom through detailed case studies and concrete curricular adaptations, differentiated by subjects, school stages, and learners’ profiles. Practical guidelines are offered to assess, plan, and adjust reasonable accommodations in coordination with families and interdisciplinary teams. Co-published by JLA Ediciones (Ec) and Fondo Editorial UPDS (Bol), the book builds a sustained bridge between scientific evidence and everyday practice, aimed at teachers, counselors, psychologists, and school leaders. Ultimately, it encourages readers to view the school as a flexible, supportive space where cognitive, emotional, and social needs are addressed together and where diversity is recognized not as a problem to be corrected, but as a source of richness for educational communities. In doing so, it becomes a strategic resource for renewing educational policies, projects, and classroom routines.

Author Biographies

Dulce María Flores-Olvera, Meritorious Autonomous University of Puebla
Academic profile

Education, academic trajectory, and research interests.

She holds a Bachelor’s degree in Psychology and a Master’s degree in Neuropsychological Diagnosis and Rehabilitation from the Benemérita Universidad Autónoma de Puebla (BUAP). She earned a PhD in Psychology from Lomonosov Moscow State University, and completed postdoctoral training at the University of Toronto and CAMH. She has served as a Professor-Researcher at BUAP since 2000. She is currently affiliated with the Doctoral Program in Research and Educational Innovation at BUAP.

Current research lines
  • Neuroeducation
  • Ethics and values in professional training
  • Digital literacy and cognition in older adults
Luis Angel Aguilar-Carrasco, Meritorious Autonomous University of Puebla
Academic profile

Education, teaching experience, scholarly contributions, and areas of work.

He holds a Bachelor’s degree in Chemistry, a Master’s degree in Science Education, and a PhD in Research and Educational Innovation. He has served as an instructor at primary, upper-secondary, higher education, and graduate levels. He served as the Puebla delegate for the National Chemistry Olympiad. He is the author of the books Selected Topics in Chemistry I and Selected Topics in Chemistry II. He also participated as an item writer for the Analytical Chemistry section of the EGEL-CENEVAL (General Exit Examination for Undergraduate Programs). He is a member of Mexico’s National System of Researchers.

His research focuses on the analysis of academic trajectories, curriculum design, and the development of relevant educational adjustments to improve science teaching and learning. He has also engaged in science outreach activities, notably participating from 2012 to 2016 in RadioBUAP as host of the programs ConciertaCiencia and Informativo 96.9 Sabatino. He currently collaborates with the Curriculum Design, Monitoring and Evaluation Coordination Unit of BUAP’s Directorate of Higher Education.

Areas of work and academic interests
  • Analysis of academic trajectories
  • Curriculum design and evaluation
  • Pedagogical adjustments for science education
  • Science communication and outreach
Itxel Cid-Polo, Meritorious Autonomous University of Puebla
Academic profile

Education, scholarly output, professional trajectory, and areas of expertise.

She holds a Master’s degree in Neuropsychological Assessment and Rehabilitation from the Instituto Superior de Estudios de Occidente, and a Master’s degree in Child Psychotherapy from Instituto Luisa Scheppler, S.C.. She earned a Bachelor’s degree in Child Psychology (from the same institute) and a degree as a Pharmaceutical Biologist Chemist (QFB) from the Benemérita Universidad Autónoma de Puebla (BUAP).

She is a co-author of several research papers, including: “Introduction to the concept of Microorganism: A proposal from the Theory of Teaching” (2024), “Instagram as a resource to present contextualized learning” (2023), and “Incorporation of Virtual Learning Environments and Authoring Tools for the Basic Analytical Chemistry course” (2016). She has participated in conferences on education, neuropsychology, and literacy, and has completed multiple training courses and workshops in neurosciences, problem-based learning (PBL), strategies for developing mathematical skills, language acquisition, and ADHD, among other topics.

Since 2022, she has served as Director of Psychotherapy and Assessment at the “Santino” Psychotherapeutic and Psychopedagogical Center. At BUAP, she collaborates with the Interdisciplinary Academic Group on Neurosciences, Education and Health (since 2023).

Areas of expertise and academic interests
  • Neuropsychological assessment and rehabilitation
  • Child psychotherapy
  • Neurosciences and education
  • Literacy and virtual learning environments
  • Didactic innovation and digital resources

References

Alcaide-Padial J.J., Ballesta-Claver, J., Rodríguez-Fuentes, A. & Trujillo-Torres, J.M. (2025). Competencia docente universitaria en Neuroeducación y Diseño Universal de Aprendizaje, mediante una escala adaptada. Revista Electrónica Interuniversitaria de Formación del Profesorado, 28(2), 43-61 https://doi.org/10.6018/reifop.66168155411

Amenabarro, E. y Ozerinjuaregi, N. (2025). Educación inclusiva. Responsabilidad para el bien común. Octaedro.

Asociación Americana Psiquiátrica (APA). (2022). Manual diagnóstico y estadístico de los trastornos mentales (DSM5-TR). Editorial Médica Panamericana.

Battro, A.M., Fisher, K.W. y Léna, P.J. (comps.) (2016). Cerebro educado. Ensayos sobre la Neuroeducación. Gedisa Editorial.

Bueno, D. (2017). Neurociencia para educadores. Octaedro.

Caballero, M. (2019). Neuroeducación en el currículo. Enseñar en el aula inclusiva. Pirámide.

Carminati, M. y Waipman, L. (2012). Integrando la neuroeducación al Aula. Bonum.

Codina, M.J. (2015). Neuroeducación en virtudes cordiales. Como reconciliar lo que decimos con lo que hacemos. Octaedro.

Clouder, L. (2020) Neurodivesity in higher education: a narrative synthesis, Higher Education. The International Journal of Higher Education Research, 80(4), 758-778

Díez, E. y Rodríguez, J.R. (Dirs.). (2020). Educación para el Bien Común hacia una práctica crítica, inclusiva y comprometida socialmente. Octaedro.

Eras-Guamán, Y., et al., (2025) El papel de la neuroeducación en la mejora del rendimiento académico y el bienestar emocional de los estudiantes. Revisión sistemática. South Florida Journal of Development, 6(4). 1-19. DOI: 10.46932/sfjdv6n4-043

Espinoza Rodríguez, J. K., Cisneros León, J. C., & Valverde Pereira, A. M. (2022). Neurodidáctica, alternativa de innovación aplicada a estudiantes de educación superior, en el periodo del 2017-2021. Horizontes. Revista De Investigación En Ciencias De La Educación, 6(24), 1162–1175. https://doi.org/10.33996/revistahorizontes.v6i24.405

Flores-Olvera, D. (2024). Neurodiversidad, Universidad e Inserción Laboral. En A. Ruiz, L. N., Quevedo, y E. Ochoa. Economía de la Educación. En Avances en Economía, educación y desarrollo: un enfoque interdisciplinario. Universidad de Guadalajara.

Fuentes Canosa, A. y Collado Ruano, J. (2019). Fundamentos epistemológicos transdisciplinares de educación y neurociencia. Sophia. 26: 83-113. http://doi.org/10.17163/soph.n26.2019.02

Gracia Calandin, J. (2018). El fin ético no naturalista de la neuroeducación. Recerca. Revista de pensament i analisi 22: 51-68. doi: http://dx.doi.org/10.6035/Recerca.2018.22.4

Howard-Jones, Paul (2010). Introducing Neuroeducational research. Neuroscience, education and the brain from contexts to practices. Londres: Routledge.

Howard-Jones, J. (2011). Investigación neuroeducativa: neurociencia, educación y cerebro: de los contextos a la práctica. Editorial La Muralla.

Nataliya Kosmyna et al., (2025). Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task, arXiv. DOI: 10.48550/arxiv.2506.08872

Luengo Navas, J. (2004). La educación como objeto de conocimiento. En M. del Mar Pozo Andrés, J. L. Álvarez Castillo & J. Luengo Navas (Eds.), Teorías e instituciones contemporáneas de educación. Biblioteca Nueva.

Luque, K. E. & Lucas Zambrano, M. D. L. Á. (2020). La neuroeducación en el proceso de enseñanza aprendizaje. Atlante Cuadernos de Educación y Desarrollo.

McCandliss, B.D. (2010). Educational neuroscience: the early years. Proceedings of the National Academy of Sciences of the United States of America, 107(18), 8049–8050. https://doi.org/10.1073/pnas.1003431107

Palma-Menéndez, S.P., Rizzo-Andrade, M.O. Vera-Rivera, M.A. y Palacios-Alonzo, S.M . (2025). Estrategias en neuroeducación y aprendizaje basado en la emoción para la motivación en el aula. Revista Multidisciplinaria Perspectivas Investigativas. 5(1), 18-24. https://doi.org/10.62574/rmpi.v5i1.282

Organización para la Cooperación y el desarrollo Económicos (OCDE) (2002). Entendiendo el cerebro; hacia una nueva ciencia del aprendizaje. Publicaciones de la OCDE.

Ribeiro, A. J. Naime-Ruggiero, R. & Padován-Neto, F. (2025) Provious neuroscience exposure predicts self eficacy among undergraduate students. Trends in Neuroscience and Education. 38: 1-11 https://doi.org/10.1016/j.tine.2025.100251

Shukla, S., Shuckla, P., Gore, R., Narayan, B., Kumar, A., & Singh, V. (2025). Mapping the Neuroeducation Landscape: A Bibliometric Analysis. (2020-2025). Annals of Neurosciences. 1-19.

Tomlinson, C.A. (2008). El aula diversificada. Dar respuestas a las necesidades de todos los estudiantes. Octaedro.

Torrijos-Muelas, M., Gonzalez, S. & Bodoque, R. (2021). The Persistence of neuromyths in the Education Settings: A Systematic Review. Frontiers in Psychology. 11. https://doi.org/10.3389/fpsyg.2020.591923

Aportaciones de las Neurociencias, Neuroeducación y Neuropsicología a la Educación

Downloads

PDF

Published

November 17, 2025

Series

Social Science

Categories

Copyright (c) 2025 Dulce María Flores-Olvera, Luis Angel Aguilar-Carrasco, Itxel Cid-Polo

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


Deprecated: XSLTProcessor::setParameter(): Passing null to parameter #1 ($namespace) of type string is deprecated in /home/jlacolec/public_html/omp/lib/pkp/classes/xslt/XSLTransformer.php on line 355

Details about this monograph

ISBN-13 (15)

978-9942-791-08-5

OCLC number (23)

ECJLA 131-3054


Deprecated: XSLTProcessor::setParameter(): Passing null to parameter #1 ($namespace) of type string is deprecated in /home/jlacolec/public_html/omp/lib/pkp/classes/xslt/XSLTransformer.php on line 355
Publication date (01)

2025

DOI:

https://doi.org/10.59343/jlaed.5.6

Physical Dimensions

How to Cite

Contributions of Neuroscience, Neuroeducation, and Neuropsychology to Education: Vol. Book 3. (2025). JLA Ediciones. https://doi.org/10.59343/jlaed.5

Share