Higher Education Faculty Perceptions and Needs  on Neuroeducation in Teaching and Learning

Abstract

Being a professor at the university is associated with the acquisition of sufficient domain knowledge and skills to teach. On the other hand, there is a constant need to update and strengthen teaching skills and contribute to an effective learning process. Neuroscience research provides evidence on facilitating factors to student engagement and lasting, durable learning. Toward the improvement of the learning quality in Higher Education, the development of an innovative didactic proposal based on neuroscience was undertaken. For that reason, a mixed research method was designed with the purpose of exploring instructors’ opinions and practices. Participants were sixty academics from five Greek universities. Findings include the recognition of the validity and importance of neuroeducation training. It was also revealed that academics’ theoretical declarations are not always aligned with teaching practice. Equally important is their need to deepen the comprehension of memory function for the enhancement of students’ knowledge retention. Eventual misconceptions about the brain might be present, while not all employed pedagogical methods lead to desired student outcomes such as creativity and critical thinking. In addition, it is considered useful to apply alternative, creative and authentic assessment methods based on neuroscience evidence to increase students’ interest and engagement.

¿Qué opina el profesorado de la especialización en neuroeducación?

“…Al respecto, los resultados obtenidos ofrecen algunas diferencias en comparación con otras investigaciones científicas donde el fin último se encuentra en reforzar la práctica docente, como es el estudio creado por Fragkaki, Mystakidis y Dimitropoulos [32]. Esta investigación ha tenido la oportunidad de encuestar a un total de 60 académicos universitarios griegos entre los meses de febrero y marzo de 2021 por lo que, en comparación con el estudio actual, tiene una antigüedad de dos años.…”

“…El presente trabajo tiene la finalidad de describir la perspectiva del profesorado ante la neuroeducación por medio de una encuesta. Con esto, se establece una hipótesis en la que se espera que el profesorado tenga un conocimiento de la neuroeducación similar al de otros estudios, como el realizado por Fragkaki, Mystakidis y Dimitropoulos en el año 2021 y dirigido hacia el profesorado que realizan su labor docente en las universidades de Grecia [32].…”

The Neuroeducation Training of Students in the Degrees of Early Childhood and Primary Education: A Content Analysis of Public Universities in Andalusia

“…In this way, it is shown how, despite the efforts of neuroscience to offer great contributions to the teaching-learning process, the training offered in the field of university education still has great room for improvement. This has negative repercussions on the initial training of future Andalusian teachers, since neuroeducation is a topic shown to be increasingly present in the future of society, according to previous studies [7][8][9][10][11][12][13][14][15][16][17]. To safeguard these training deficits, there are intervention programmes and training plans, with the aim of promoting knowledge about neuroscience and its applicability in education [6,[18][19][20][21].…”

“…At the international level, Coello, ref. [10] analyses the neurological and theoretical aspects that underpin early stimulation programmes for children receiving early childhood education in Ecuador; Brechet et al [11] investigate the knowledge that French children have about brain functioning, relating this metacognitive knowledge to its neuroeducational implications; Ensuncho and Aguilar [12], in Colombia, highlight the importance of linking neuroscience and neuroeducation with emotional intelligence for its incorporation into the education system; Fragkaki et al [13] explore, in Greece, the knowledge of neuroeducation possessed by university teachers under the premise that being a university teacher is associated with the acquisition of enough knowledge and skills to teach; Gola et al [14] reflect, in Italy, on teacher training and knowledge, delving into neuroscience and neuroeducation; González and Montes de Oca [15] investigate the contributions of educational neuroscience for the development of new professional competencies in students in the healthcare field in Cuba; Schmied et al [16] investigate, in Minnesota, the acceptability of neuroscience applications to educational practice in two groups of young adults: those studying bioscience who will be driving future basic neuroscience research and technology transfer, and those studying education who will be choosing among neuroscience-derived applications for their students; and Torres [17] reflect on current findings in neuroscience and their incorporation into education in Mexico.…”

Motivation strategies for enhancing teacher performance and wellness in post-COVID-19 rural South African schools

“…Teachers faced emotional issues as they handled the uncertainties and fears related to the pandemic (Fragkaki et al, 2022). Concerns about personal health loved ones' health, and job stability added to their stress levels, potentially hurting motivation and performance in the classroom.…”