How can neuropedagogical principles contribute to students' academic performance and broader development, particularly during adolescence? A critical review of cognitive, emotional, social, and contextual approaches

Abstract

Introduction: neuropedagogy has emerged as an interdisciplinary approach seeking to connect neuroscience, cognitive psychology, and educational theory with classroom practice. Objectives: this review synthesizes recent and foundational literature examining how neuroscience-informed pedagogies may influence academic performance, metacognition, motivation, emotional regulation, student agency, problem solving, and engagement. Methodology: twelve identifiable sources published between 2020 and 2026 were reviewed, including theoretical papers, conceptual frameworks, quasi-experimental studies, mixed-methods research, and classroom interventions. Across the literature, five recurrent dimensions of neuropedagogical practice were identified: (a) cognitive processes and neuroplasticity, (b) metacognition and learner autonomy, (c) emotional and social learning, (d) active and contextualized learning, and (e) individualized and technology-supported instruction. Results: empirical studies report positive outcomes associated with neuroscience-informed approaches, including improvements in academic achievement, communicative competence, technical performance, executive functioning, emotional intelligence, and student agency. Particularly relevant evidence comes from high-school contexts, including a seven-month quasi-experimental study conducted with Ecuadorian Baccalaureate students that reported a large effect of neurodidactic instruction on English communicative competence. However, the literature also presents important methodological limitations, including small samples, heterogeneous interventions, reliance on qualitative or self-reported evidence, and the persistence of a translation gap between neuroscientific findings and educational practice. Conclusions: overall, neuropedagogy appears promising when understood not as a collection of “brain-based” techniques but as a structured approach to designing emotionally supportive, cognitively challenging, active, meaningful, and socially connected learning environments. Further longitudinal and controlled research is required to establish causal mechanisms and determine which neuropedagogical strategies are most effective for adolescent learners. General Area of Study: Neuroscience. Specific area of study: Neuropedagogy. Type of article: Review article.