Virtual neuroeducational experiences for teachers in initial training: a quasi-experimental study
DOI:
https://doi.org/10.19083/ridu.2026.2439Keywords:
literacy in neuroeducation, online training courses, pre-service teachers, educational innovationAbstract
Introduction: Neuroeducation is a pedagogical strategy that optimizes cognitive and emotional skills by taking the multifactorial nature of education into account through a multidisciplinary approach that integrates scientific and educational fields. Objective: Assess the level of neuroeducational literacy in two experimental groups after they participate in a virtual educational experience facilitated by a MOOC. Design: This was a quantitative, quasi-experimental, pretest-posttest, cross-sectional study. It was structured around historical controls and descriptive and inferential statistical analyses. Results: Both experimental groups increased their level of neuroeducational literacy after participating, though certain differences were attributable to the nature of the virtual educational experience. Discussion: Serial administration of the final survey in the theoretical experience indicated significant progress in its categories, as suggested by the stated hypotheses. We present an innovative educational proposal that promotes literacy in neuroeducation due to the quality of its instruments and teaching methodology.
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