Abstract
The integration of neuroscience and pedagogy has opened a new frontier in understanding how
humans learn. Advances in brain imaging, cognitive psychology, and neuroeducation reveal that
learning is neither purely cognitive nor behavioral but a complex biological, emotional, and social
process. This paper investigates the dynamic interplay between neuroscience and pedagogy,
analyzing how insights from neural research inform teaching practices, curriculum design, and
assessment. By bridging the gap between brain science and classroom instruction, educators gain
a deeper comprehension of memory formation, attention regulation, emotional engagement, and
plasticity—the brain’s capacity to change through experience. The study critically synthesizes
empirical findings from global research (2017–2025) and situates them within constructivist,
humanistic, and socio-cultural frameworks. It argues that effective pedagogy must align with
neurological principles of learning while preserving the moral and creative dimensions of
education. Findings show that neuro-informed strategies enhance retention, motivation, and
adaptability but require careful interpretation to avoid neuromyths and reductionism. The paper
concludes that neuroscience enriches pedagogy not by dictating methods but by illuminating the
biological foundations of curiosity, empathy, and reflective thought that make learning profoundly
human.
humans learn. Advances in brain imaging, cognitive psychology, and neuroeducation reveal that
learning is neither purely cognitive nor behavioral but a complex biological, emotional, and social
process. This paper investigates the dynamic interplay between neuroscience and pedagogy,
analyzing how insights from neural research inform teaching practices, curriculum design, and
assessment. By bridging the gap between brain science and classroom instruction, educators gain
a deeper comprehension of memory formation, attention regulation, emotional engagement, and
plasticity—the brain’s capacity to change through experience. The study critically synthesizes
empirical findings from global research (2017–2025) and situates them within constructivist,
humanistic, and socio-cultural frameworks. It argues that effective pedagogy must align with
neurological principles of learning while preserving the moral and creative dimensions of
education. Findings show that neuro-informed strategies enhance retention, motivation, and
adaptability but require careful interpretation to avoid neuromyths and reductionism. The paper
concludes that neuroscience enriches pedagogy not by dictating methods but by illuminating the
biological foundations of curiosity, empathy, and reflective thought that make learning profoundly
human.