Neuroeducación y neuropedagogía: aportes teóricos para el diseño de estrategias de enseñanza en la infancia

Viviana Solbey Díaz López; Diana Catherine  Cely Atuesta; Sandra Marcela  Villadiego Salas

doi:10.22490/unad.27452115.11616

Vol. 7 No. 1 (2026)

Published 2026-09-07

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Artículo de revisión

NEUROEDUCATION AND NEUROPEDAGOGY: THEORETICAL CONTRIBUTIONS TO THE DESIGN OF TEACHING STRATEGIES IN CHILDHOOD

DOI: https://doi.org/10.22490/unad.27452115.11616

Viviana Solbey Díaz López Universidad Nacional Abierta y a Distancia

Diana Catherine Cely Atuesta Universidad Nacional Abierta y a Distancia

Sandra Marcela Villadiego Salas Universidad Nacional Abierta y a Distancia

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Abstract
References

This article presents a systematic review aimed at identifying the theoretical and applied contributions of neuroeducation and neuropedagogy to the design of teaching strategies in childhood. The study followed the PRISMA 2020 statement and used a thematic synthesis of literature published between 2015 and 2025 in Scopus, Web of Science, PubMed, ERIC, ScienceDirect, Dialnet, and Redalyc; Google Scholar was used only as a complementary search tool for citation tracking. Empirical studies, systematic reviews, scoping reviews, and peer-reviewed theoretical papers explicitly related to early childhood education, primary education, or teacher education with implications for childhood were included. After the eligibility process, a final corpus of 18 highly relevant documents was consolidated. The findings reveal five convergent domains: the conceptual distinction between neuroeducation and neuropedagogy; the central role of executive functions and self-regulation; the importance of emotion, motivation, and cognitive load; the educational potential of gamification, virtual reality, and ICT when aligned with pedagogical goals; and the relevance of sensitive developmental windows for timely intervention. The review concludes that a critical articulation of both fields provides a robust basis for designing inclusive, context-sensitive, and evidence-based teaching strategies in childhood education

keywords: Neuroscience, early childhood education, educational strategies, cognitive processes

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Díaz López, V. S., Cely Atuesta, D. C. ., & Villadiego Salas, S. M. . (2026). NEUROEDUCATION AND NEUROPEDAGOGY: THEORETICAL CONTRIBUTIONS TO THE DESIGN OF TEACHING STRATEGIES IN CHILDHOOD. EducaT: Educación Virtual, Innovación Y Tecnologías, 7(1). https://doi.org/10.22490/unad.27452115.11616

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