Recibido: 20/12/2025
Aprobado: 30/03/2026
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1673
DOI: https://doi.org/10.70747/cr.v5i1.1009
Erika Ochoa Rosas
https://orcid.org/0000-0002-7489-4321
erika.ochoa@cucea.udg.mx
Universidad de Guadalajara
Jalisco - México
Rafael Salvador Espinosa Ramírez
https://orcid.org/0000-0002-5049-9175
rafaelsa@cucea.udg.mx
Universidad de Guadalajara
Jalisco - México
ABSTRACT
Talking about neuroeducation is your topic. Although it may seem new, teachers have
already used it in classrooms for some years, even if they have not called it by that name.
Teachers implement strategies from neuroeducation in neurodidactics, where they apply
techniques to enhance students’ learning. However, only in recent years have researchers
begun to recognize the importance of neuroscience and psychology in the learning process,
which has opened a clearer view of the brain’s role in educational institutions. This research
seeks to promote the applicability of creativity and motivation as part of neuroeducation in
different educational settings. The study uses a qualitative and descriptive methodology and
includes 30 participants randomly selected from a population of 110. The researchers
conducted interviews with various stakeholders in the educational field from different
countries through distance learning. One of the most significant findings is that, within the
category of motivation, neuroeducation revealed that, by having good self-esteem, students
enhance their academic trajectory
Keywords: self-esteem, creativity, motivation, neuroeducation, academic performance
The authors declare no conflict of interest.
The Editor and the Reviewers declared no conflict of interest.
License:
The Neuroeducation: Creativity and Motivation in Education
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1674
La Neuroeducación: Creatividad y la Motivación en la Educación
RESUMEN
Hablar de neuroeducación es tu tema que, aunque se pareciera nuevo, ya tiene algunos
años que se ha trabajado en las aulas, aunque no con ese nombre, porque los docentes
implementan estrategias desde la neuroeducación en la neurodidáctica y en ella realizan
estrategias para potencializar el aprendizaje en los alumnos. Sin embargo, no es, sino hasta
hace unos pocos años donde se empieza a reconocer la importancia de la neurociencia y
la psicología en el proceso de aprendizaje y con ello se ha abierto en las instituciones
educativas una visión clara de la importancia del cerebro, esta investigación tiene por
objetivo fomentar una aplicabilidad de la creatividad y la motivación como parte de la
neuroeducación en los diferentes ámbitos educativos, su metodología es cualitativa,
descriptiva, participaron 30 personas de manera aleatoria en una población de 110
participantes en entrevistas con diferentes actores dentro del ámbito educativo de
diferentes países a distancia, Uno de los hallazgos más significativos es que, dentro de la
categoría de la motivación, la neuroeducación revelada que, al tener una buena autoestima,
los alumnos potencian su trayectoria académica
Palabras clave: autoestima, creatividad, motivación, neuroeducación, trayectoria escolar
Los autores declaran no tener conflicto de intereses.
El Editor y los Revisores declararon no tener conflicto de intereses.
Licencia:
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1674
La Neuroeducación: Creatividad y la Motivación en la Educación
RESUMEN
Hablar de neuroeducación es tu tema que, aunque se pareciera nuevo, ya tiene algunos
años que se ha trabajado en las aulas, aunque no con ese nombre, porque los docentes
implementan estrategias desde la neuroeducación en la neurodidáctica y en ella realizan
estrategias para potencializar el aprendizaje en los alumnos. Sin embargo, no es, sino hasta
hace unos pocos años donde se empieza a reconocer la importancia de la neurociencia y
la psicología en el proceso de aprendizaje y con ello se ha abierto en las instituciones
educativas una visión clara de la importancia del cerebro, esta investigación tiene por
objetivo fomentar una aplicabilidad de la creatividad y la motivación como parte de la
neuroeducación en los diferentes ámbitos educativos, su metodología es cualitativa,
descriptiva, participaron 30 personas de manera aleatoria en una población de 110
participantes en entrevistas con diferentes actores dentro del ámbito educativo de
diferentes países a distancia, Uno de los hallazgos más significativos es que, dentro de la
categoría de la motivación, la neuroeducación revelada que, al tener una buena autoestima,
los alumnos potencian su trayectoria académica
Palabras clave: autoestima, creatividad, motivación, neuroeducación, trayectoria escolar
Los autores declaran no tener conflicto de intereses.
El Editor y los Revisores declararon no tener conflicto de intereses.
Licencia:
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1675
INTRODUCTION
Neuroeducation is not just about discussing brain function, how information is processed, or
the specifics of neuroscience. The cognitive aspect often leads to this topic seeming like it has
been around for a long time in teaching practice; however, this is not the case, and it is
important to promote this area (Belda, 2023). Understanding how the brain functions in the
teaching-learning process is essential for teachers to promote and stimulate learning through
their teaching methods, regardless of the educational level at which they teach, and so that
students actually learn.
However, it is not just about imparting knowledge about brain physiology, but also about
implementing playful activities in their classes. Often, teachers are hesitant or unsure how to
incorporate play into the teaching-learning process. It is beneficial to use play-based activities
whenever they have a pedagogical purpose or the intention of helping students learn, fostering
self-regulation, and thereby understanding the important role of emotions. In being able to
maintain composure in academic decision-making and throughout their school career. As well
as the teacher's motivation towards students, which should not only lead to reflection but also
to its promotion as a tool for the current teacher (Bueno, 2021).
This research seeks to emphasize the importance of creativity and motivation in learning,
where the teacher is a fundamental pillar for impacting students during classroom instruction
at different educational levels, regardless of whether the educational sector is public or private.
This underscores the importance of neuroeducation in teaching practice, as proposed by Mora
(2013).
The objective of this research is to highlight the importance of creativity and motivation as
fundamental components in fostering the teaching-learning process within the increasingly
prominent field of neuroeducation.
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1675
INTRODUCTION
Neuroeducation is not just about discussing brain function, how information is processed, or
the specifics of neuroscience. The cognitive aspect often leads to this topic seeming like it has
been around for a long time in teaching practice; however, this is not the case, and it is
important to promote this area (Belda, 2023). Understanding how the brain functions in the
teaching-learning process is essential for teachers to promote and stimulate learning through
their teaching methods, regardless of the educational level at which they teach, and so that
students actually learn.
However, it is not just about imparting knowledge about brain physiology, but also about
implementing playful activities in their classes. Often, teachers are hesitant or unsure how to
incorporate play into the teaching-learning process. It is beneficial to use play-based activities
whenever they have a pedagogical purpose or the intention of helping students learn, fostering
self-regulation, and thereby understanding the important role of emotions. In being able to
maintain composure in academic decision-making and throughout their school career. As well
as the teacher's motivation towards students, which should not only lead to reflection but also
to its promotion as a tool for the current teacher (Bueno, 2021).
This research seeks to emphasize the importance of creativity and motivation in learning,
where the teacher is a fundamental pillar for impacting students during classroom instruction
at different educational levels, regardless of whether the educational sector is public or private.
This underscores the importance of neuroeducation in teaching practice, as proposed by Mora
(2013).
The objective of this research is to highlight the importance of creativity and motivation as
fundamental components in fostering the teaching-learning process within the increasingly
prominent field of neuroeducation.
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1676
This is because, as a research question, does traditional education focus solely on
memorization or the application of techniques, where students meet deadlines but neglect the
process itself, failing to motivate them and emphasize their creativity? This often leads
students to drop out of educational institutions, regardless of level.
Theoretical framework
Neuroeducation:
This section will revisit some important concepts from leading authors on neuroeducation,
one of whom is Mora (2013). This author highlights the importance and necessity for the
educational field to recognize that the brain is a marvelous machine and its substantial role in
teaching and learning processes, regardless of the educational level or course. It is important
to acknowledge that neuroeducation began to be discussed in a context where learning
seemed to be mechanical or automatic, without explaining why it was important to understand
how the brain functions. This contrasts with current trends, where one of the main approaches
is to focus on how human beings learn not only from a physiological perspective, but also from
the perspectives of emotions, motivation, creativity, and other aspects that are highly relevant
to individuals' educational trajectories (Ortiz, 2021).
However, where does neuroeducation come from? Researchers have studied the brain for a
long time, and they have found its study to be highly complex. Furthermore, people have made
undocumented claims, such as the idea that we will never fully understand the brain’s
functions. However, over time, researchers have conducted very interesting studies on the
brain, although they have not yet explored it in its entirety (Ortiz, 2021).
Its anatomical parts, it is functioning, and everything related to it have been studied
extensively, but in recent years, it has taken on a significant role in how we learn, cognitive
development, and its importance in the teaching-learning process (Pascale, 2012).
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1676
This is because, as a research question, does traditional education focus solely on
memorization or the application of techniques, where students meet deadlines but neglect the
process itself, failing to motivate them and emphasize their creativity? This often leads
students to drop out of educational institutions, regardless of level.
Theoretical framework
Neuroeducation:
This section will revisit some important concepts from leading authors on neuroeducation,
one of whom is Mora (2013). This author highlights the importance and necessity for the
educational field to recognize that the brain is a marvelous machine and its substantial role in
teaching and learning processes, regardless of the educational level or course. It is important
to acknowledge that neuroeducation began to be discussed in a context where learning
seemed to be mechanical or automatic, without explaining why it was important to understand
how the brain functions. This contrasts with current trends, where one of the main approaches
is to focus on how human beings learn not only from a physiological perspective, but also from
the perspectives of emotions, motivation, creativity, and other aspects that are highly relevant
to individuals' educational trajectories (Ortiz, 2021).
However, where does neuroeducation come from? Researchers have studied the brain for a
long time, and they have found its study to be highly complex. Furthermore, people have made
undocumented claims, such as the idea that we will never fully understand the brain’s
functions. However, over time, researchers have conducted very interesting studies on the
brain, although they have not yet explored it in its entirety (Ortiz, 2021).
Its anatomical parts, it is functioning, and everything related to it have been studied
extensively, but in recent years, it has taken on a significant role in how we learn, cognitive
development, and its importance in the teaching-learning process (Pascale, 2012).
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1677
The predecessor and creator of neuroeducation is not well documented, and therefore, there
is no clear understanding of this figure; it is only known that he was a professor in Germany
who created a course that linked the brain with pedagogy and neurodidactics, and that his
name was Gerhard Preiss (Neuroeducation, 2017).
Neurodidactics, as the study of neuroscience in education, has as its main objective the design
of strategies that stimulate the potential cognitive development of students within the
educational environment. It is important to understand that this is not only the responsibility
of those who will learn, but also of those who will teach, such as teachers, who are now also
considered facilitators or mediators (Soto del Águila, 2021). Neurodidactics seeks to
implement strategies in the classroom that are contextualized to the needs of the classroom
and the educational level, with the aim of maximizing the brain's potential and fostering the
greatest possible interconnections among students. This development begins at the start of
their schooling and continues through formal education, extending into non-formal and
informal settings, since, as we know, the brain never stops learning until death (Paniagua,
2023).
It should also be mentioned that neuroeducation, according to Mora (2013), involves
discussing brain function through multidisciplinary work across fields such as medicine (for its
focus on brain physiology), psychology (for aspects like motivation and creativity), sociology
(for understanding each individual's context), and pedagogy (for everything involved in the
teaching and learning process). However, neurodidactics focuses on classroom work, both for
teachers and students, with the aim of enhancing the learning and teaching processes for both
teachers and students.
It is also worth noting, as already demonstrated in previous paragraphs, the role of creativity
and motivation in neuroeducation. First, we must define the concept of creativity.
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1677
The predecessor and creator of neuroeducation is not well documented, and therefore, there
is no clear understanding of this figure; it is only known that he was a professor in Germany
who created a course that linked the brain with pedagogy and neurodidactics, and that his
name was Gerhard Preiss (Neuroeducation, 2017).
Neurodidactics, as the study of neuroscience in education, has as its main objective the design
of strategies that stimulate the potential cognitive development of students within the
educational environment. It is important to understand that this is not only the responsibility
of those who will learn, but also of those who will teach, such as teachers, who are now also
considered facilitators or mediators (Soto del Águila, 2021). Neurodidactics seeks to
implement strategies in the classroom that are contextualized to the needs of the classroom
and the educational level, with the aim of maximizing the brain's potential and fostering the
greatest possible interconnections among students. This development begins at the start of
their schooling and continues through formal education, extending into non-formal and
informal settings, since, as we know, the brain never stops learning until death (Paniagua,
2023).
It should also be mentioned that neuroeducation, according to Mora (2013), involves
discussing brain function through multidisciplinary work across fields such as medicine (for its
focus on brain physiology), psychology (for aspects like motivation and creativity), sociology
(for understanding each individual's context), and pedagogy (for everything involved in the
teaching and learning process). However, neurodidactics focuses on classroom work, both for
teachers and students, with the aim of enhancing the learning and teaching processes for both
teachers and students.
It is also worth noting, as already demonstrated in previous paragraphs, the role of creativity
and motivation in neuroeducation. First, we must define the concept of creativity.
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1678
According to the Royal Spanish Academy (2023), it is the ability of a human being to create
and produce new and innovative ideas and projects within a specific context and time, with
the aim of facilitating, reflecting upon, or motivating the adoption of new perspectives and
activities. Therefore, neuroeducation seeks to enhance creativity, especially in the classroom.
However, how can we achieve this? By taking artistic activities such as painting, art, music,
and dance seriously and formally, recognizing them as part of neural development. This
contributes not only to creative activity but also to enhancing the development of students or
participants, enabling them to become specialists in these activities, rather than simply
engaging in recreational activities or distractions (Sanz, 2022).
Considering that Graham Wallas, cited in Matsson (2025), proposes that the creative process
comprises four phases or stages, the first of which is preparation. In this stage, the individual
identifies the direction of their creative vision and the attitude they will adopt toward the
process, beginning to envision the future of their creative perception, regardless of their field,
age, or educational level. The second part of the process is incubation, where all the necessary
information for carrying out the activity or process is gathered. This is when ideas, materials,
the required discipline or depth, and other details begin to take shape (Matsson, 2025).
The third phase is illumination, during which the creative person refines their work or action,
detailing, modifying, and reviewing what would be best in terms of materials, resources, and
time. This also allows them to become aware of their limitations or creative barriers, both
within and beyond their control. In the final phase, we verify the work and implement actions
to improve and perfect it.
Creativity plays an important role in neuroeducation because it enhances neurological
processes and supports neuronal development. However, what is the ideal educational level
for fostering creativity?
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1678
According to the Royal Spanish Academy (2023), it is the ability of a human being to create
and produce new and innovative ideas and projects within a specific context and time, with
the aim of facilitating, reflecting upon, or motivating the adoption of new perspectives and
activities. Therefore, neuroeducation seeks to enhance creativity, especially in the classroom.
However, how can we achieve this? By taking artistic activities such as painting, art, music,
and dance seriously and formally, recognizing them as part of neural development. This
contributes not only to creative activity but also to enhancing the development of students or
participants, enabling them to become specialists in these activities, rather than simply
engaging in recreational activities or distractions (Sanz, 2022).
Considering that Graham Wallas, cited in Matsson (2025), proposes that the creative process
comprises four phases or stages, the first of which is preparation. In this stage, the individual
identifies the direction of their creative vision and the attitude they will adopt toward the
process, beginning to envision the future of their creative perception, regardless of their field,
age, or educational level. The second part of the process is incubation, where all the necessary
information for carrying out the activity or process is gathered. This is when ideas, materials,
the required discipline or depth, and other details begin to take shape (Matsson, 2025).
The third phase is illumination, during which the creative person refines their work or action,
detailing, modifying, and reviewing what would be best in terms of materials, resources, and
time. This also allows them to become aware of their limitations or creative barriers, both
within and beyond their control. In the final phase, we verify the work and implement actions
to improve and perfect it.
Creativity plays an important role in neuroeducation because it enhances neurological
processes and supports neuronal development. However, what is the ideal educational level
for fostering creativity?
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1679
The answer is none; all educational levels encourage creativity. However, certain factors
contribute to its development, such as motivation (Pascale, 2012).
Ultimately, motivation, as Schunk (1998) states, is the impulse that drives a person to act,
whether intrinsic or extrinsic, to perform an action or achieve a goal. Here, neuroeducation
tells us that in the educational process of teaching and learning, intrinsic motivation is the
internal drive that leads us to perform an action without receiving a reward or recognition
from others, while extrinsic motivation is based on obtaining a reward or benefit for performing
an action. Both of these motivations exist in the classroom (Carrillo, Padilla, Rosero y
Villagómez, 2009).
We should also add that Abraham Maslow (1943) proposed one of the most representative
theories of motivation. In this theory, he presents a hierarchy of needs in the form of a pyramid
and explains the importance of satisfying each level in order to move toward self-actualization.
Educators should recognize this pyramid throughout students’ academic careers so that they
can achieve their academic goals, whether earning a degree, acquiring tools to develop a skill
(of which there are countless), or strengthening attitudes that improve communication skills,
among others. We can apply this theory to both very specific and more general situations
(Romo, 2005).
What does each of Maslow's (1943) hierarchical levels consist of? We will show examples
below of situations where these needs in the pyramid are not met. On the first lower level are
physiological needs, which include eating, sleeping, and using the bathroom. To mention a few
things that happen when a student arrives in the classroom without having eaten beforehand,
regardless of the class period, this student will not be able to perform physiologically. They
will think more about the feeling of hunger than about learning or concentrating on the
teacher's explanation (Sanz & Aguilera, 2021).
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1679
The answer is none; all educational levels encourage creativity. However, certain factors
contribute to its development, such as motivation (Pascale, 2012).
Ultimately, motivation, as Schunk (1998) states, is the impulse that drives a person to act,
whether intrinsic or extrinsic, to perform an action or achieve a goal. Here, neuroeducation
tells us that in the educational process of teaching and learning, intrinsic motivation is the
internal drive that leads us to perform an action without receiving a reward or recognition
from others, while extrinsic motivation is based on obtaining a reward or benefit for performing
an action. Both of these motivations exist in the classroom (Carrillo, Padilla, Rosero y
Villagómez, 2009).
We should also add that Abraham Maslow (1943) proposed one of the most representative
theories of motivation. In this theory, he presents a hierarchy of needs in the form of a pyramid
and explains the importance of satisfying each level in order to move toward self-actualization.
Educators should recognize this pyramid throughout students’ academic careers so that they
can achieve their academic goals, whether earning a degree, acquiring tools to develop a skill
(of which there are countless), or strengthening attitudes that improve communication skills,
among others. We can apply this theory to both very specific and more general situations
(Romo, 2005).
What does each of Maslow's (1943) hierarchical levels consist of? We will show examples
below of situations where these needs in the pyramid are not met. On the first lower level are
physiological needs, which include eating, sleeping, and using the bathroom. To mention a few
things that happen when a student arrives in the classroom without having eaten beforehand,
regardless of the class period, this student will not be able to perform physiologically. They
will think more about the feeling of hunger than about learning or concentrating on the
teacher's explanation (Sanz & Aguilera, 2021).
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1680
Another example is from the teacher's perspective: what happens when they arrive to teach
without having met their physiological need for sleep? During class, they will feel exhausted,
hungry, and sleepy; their entire nervous system will be very irritable, and their attitude will be
unfavorable. As a result, students will not feel motivated, and teachers may ignore everything
they present or grade their work subjectively (Mora, 2013).
The next step in the pyramid is protection and security. At this level, a student arrives at school
fearful that their parents constantly threaten them with the phrase, "If you don't improve in
school, they're going to abandon you." This student will not pay attention because they are
worried about their parents abandoning them. Another scenario is that of the teacher; for
example, this can occur when their employment contract lacks stability. Because their
contract depends on evaluations or is only temporary, this leads the teacher to be more
financially concerned with finding ways to earn money to cover their basic needs than with
providing quality education to their students.
The step of love and belonging. In this section, an example would be the need to belong to a
group of peers, which students lack when they are not accepted by their classmates and are
rejected. Whether due to perception, skin color, or coming from a different background,
students often do not participate in activities like social gatherings, dances, or sports because
of this type of rejection from their peers or teachers. Unfortunately, teachers often do not
notice these situations because they have large class sizes, or conversely, they do notice that
there are violent relationships among classmates that cause the victims to arrive unmotivated
to attend class, physically injured, and it is the teachers who take the initiative to integrate the
group.
Through activities that promote healthy coexistence (Mora, 2013).
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1680
Another example is from the teacher's perspective: what happens when they arrive to teach
without having met their physiological need for sleep? During class, they will feel exhausted,
hungry, and sleepy; their entire nervous system will be very irritable, and their attitude will be
unfavorable. As a result, students will not feel motivated, and teachers may ignore everything
they present or grade their work subjectively (Mora, 2013).
The next step in the pyramid is protection and security. At this level, a student arrives at school
fearful that their parents constantly threaten them with the phrase, "If you don't improve in
school, they're going to abandon you." This student will not pay attention because they are
worried about their parents abandoning them. Another scenario is that of the teacher; for
example, this can occur when their employment contract lacks stability. Because their
contract depends on evaluations or is only temporary, this leads the teacher to be more
financially concerned with finding ways to earn money to cover their basic needs than with
providing quality education to their students.
The step of love and belonging. In this section, an example would be the need to belong to a
group of peers, which students lack when they are not accepted by their classmates and are
rejected. Whether due to perception, skin color, or coming from a different background,
students often do not participate in activities like social gatherings, dances, or sports because
of this type of rejection from their peers or teachers. Unfortunately, teachers often do not
notice these situations because they have large class sizes, or conversely, they do notice that
there are violent relationships among classmates that cause the victims to arrive unmotivated
to attend class, physically injured, and it is the teachers who take the initiative to integrate the
group.
Through activities that promote healthy coexistence (Mora, 2013).
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1681
In the case of the level of value needs, the need can be identified in students who do not get
good grades in school, are constantly scolded, and feel that they are not good students, which
is reflected in phrases like "I'm stupid," "I always fail," to mention a few. But what happens to
teachers who do not meet these needs? They have to minimize their work; their personality is
withdrawn; they exhibit feelings of inferiority, and, consequently, students lack respect for
these teachers. Therefore, it is necessary to promote group management and educational
leadership strategies so that these negative actions do not occur in class or with any teacher.
Finally, there is the level of self-actualization needs, in which the need arises when students
and teachers do not achieve their goals, such as, in the case of students, passing the school
year, or, in the case of teachers, feeling fulfilled in their teaching practice (McGraw Hill, 2019).
However, what happens when these needs are met? Both teachers and students achieve self-
actualization, and this is where the power of neuroeducation comes in. Through self-regulation
strategies, fostering creativity in the classroom, using exercises, working in teams, and
boosting self-esteem, the brain is enhanced, and the perspective shifts from "I can't" to "I did
it or I'm in the process of doing it." The order of these needs can be visualized in Figure 1,
shown below:
Figure 1 Pyramid of Needs
Note edited by the author based on the European Institute of Positive Psychology (2024).
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1681
In the case of the level of value needs, the need can be identified in students who do not get
good grades in school, are constantly scolded, and feel that they are not good students, which
is reflected in phrases like "I'm stupid," "I always fail," to mention a few. But what happens to
teachers who do not meet these needs? They have to minimize their work; their personality is
withdrawn; they exhibit feelings of inferiority, and, consequently, students lack respect for
these teachers. Therefore, it is necessary to promote group management and educational
leadership strategies so that these negative actions do not occur in class or with any teacher.
Finally, there is the level of self-actualization needs, in which the need arises when students
and teachers do not achieve their goals, such as, in the case of students, passing the school
year, or, in the case of teachers, feeling fulfilled in their teaching practice (McGraw Hill, 2019).
However, what happens when these needs are met? Both teachers and students achieve self-
actualization, and this is where the power of neuroeducation comes in. Through self-regulation
strategies, fostering creativity in the classroom, using exercises, working in teams, and
boosting self-esteem, the brain is enhanced, and the perspective shifts from "I can't" to "I did
it or I'm in the process of doing it." The order of these needs can be visualized in Figure 1,
shown below:
Figure 1 Pyramid of Needs
Note edited by the author based on the European Institute of Positive Psychology (2024).
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1682
MATERIALS AND METHODS
This research follows a qualitative methodology, as Monje (2011) explains. This approach
allows the researcher to observe participants’ contexts, experiences, and perceptions with
objectivity, precision, and clarity through techniques such as interviews, which the research
team conducted in this study. Therefore, this methodology enables the researcher to express
and interpret what participants observe in their perceptions, values, and contexts (Monje,
2011).
The study adopts a descriptive design because, in the social sciences and humanities,
researchers consider it a non-experimental methodology. In this approach, key participants
provide information about their reality from their own perspectives, including opinions,
perceptions, and behaviors (García & García, 2012). The study also uses a cross-sectional
design, since the researchers collected the data at a specific point in time (Stewart, 2025).
This design allowed us to observe the impact of neuroeducation through the contributions
participants made during a neuroeducation diploma program. The program included 110
participants—men and women—from three different cohorts and several countries: Mexico,
El Salvador, Bolivia, Colombia, Costa Rica, Argentina, and Chile. Throughout the 160-hour
program, they shared diverse perspectives on creativity and motivation, as well as their
importance and connection to neuroeducation. From this group, the research From this pool,
30 key subjects were selected based on inclusion criteria to participate directly in this research.
They were chosen for their diverse profiles, including mothers, psychologists, educators,
neuroscientists, and professionals from various educational modalities and levels, from
preschool to higher education. This selection aimed to avoid information overload and to
ensure the theoretical framework validates the research's theoretical and methodological
rigor. active participant in the diploma program, agreeing to participate but not completing
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1682
MATERIALS AND METHODS
This research follows a qualitative methodology, as Monje (2011) explains. This approach
allows the researcher to observe participants’ contexts, experiences, and perceptions with
objectivity, precision, and clarity through techniques such as interviews, which the research
team conducted in this study. Therefore, this methodology enables the researcher to express
and interpret what participants observe in their perceptions, values, and contexts (Monje,
2011).
The study adopts a descriptive design because, in the social sciences and humanities,
researchers consider it a non-experimental methodology. In this approach, key participants
provide information about their reality from their own perspectives, including opinions,
perceptions, and behaviors (García & García, 2012). The study also uses a cross-sectional
design, since the researchers collected the data at a specific point in time (Stewart, 2025).
This design allowed us to observe the impact of neuroeducation through the contributions
participants made during a neuroeducation diploma program. The program included 110
participants—men and women—from three different cohorts and several countries: Mexico,
El Salvador, Bolivia, Colombia, Costa Rica, Argentina, and Chile. Throughout the 160-hour
program, they shared diverse perspectives on creativity and motivation, as well as their
importance and connection to neuroeducation. From this group, the research From this pool,
30 key subjects were selected based on inclusion criteria to participate directly in this research.
They were chosen for their diverse profiles, including mothers, psychologists, educators,
neuroscientists, and professionals from various educational modalities and levels, from
preschool to higher education. This selection aimed to avoid information overload and to
ensure the theoretical framework validates the research's theoretical and methodological
rigor. active participant in the diploma program, agreeing to participate but not completing
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1683
the interview, or refusing to have it recorded or transcribed. Interviews lasted between 20 and
50 minutes, depending on the participant.
The ethical considerations involved obtaining informed consent via video call, where
participants were informed about the purpose of the research, asked if they agreed to have
their interviews recorded, and consented to their participation being recorded and transcribed
in full, indicating whether or not they agreed to participate. The video call material was
subsequently destroyed, although some participants requested its destruction, thus
safeguarding their autonomy, beneficence, anonymity, and security. Justice was achieved
through the voluntary choice of the participants (Hecker and Kalpokas, 2025).
Instruments
The research team developed the instrument during the planning stage of the diploma
program and designed a set of questions that formed the basis of a semi-structured guide.
During the Google Meet sessions, the researchers randomly selected participants to take part
in in-depth interviews. This technique benefits qualitative research because it allows
researchers to explore participants’ perceptions of reality in depth, whether they conduct the
interviews face-to-face, by phone, by video call, or through other means of communication
(Díaz, Torruco, Martínez, y Varela, 2013).
The researchers conducted the in-depth interviews with key participants who voluntarily
agreed to participate, ensuring a diverse and objective range of responses (Robles, 2011).
A positive aspect was the high level of interest in participating, but limitations such as time
constraints and the interview schedule, which began after 11:00 PM, prevented some
participants from participating fully. The time zone in Mexico City meant that participants
were exhausted or had to get up early for work, but participation remained open for future
research (Varguillas y Ribot de Flores, 2007).
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1683
the interview, or refusing to have it recorded or transcribed. Interviews lasted between 20 and
50 minutes, depending on the participant.
The ethical considerations involved obtaining informed consent via video call, where
participants were informed about the purpose of the research, asked if they agreed to have
their interviews recorded, and consented to their participation being recorded and transcribed
in full, indicating whether or not they agreed to participate. The video call material was
subsequently destroyed, although some participants requested its destruction, thus
safeguarding their autonomy, beneficence, anonymity, and security. Justice was achieved
through the voluntary choice of the participants (Hecker and Kalpokas, 2025).
Instruments
The research team developed the instrument during the planning stage of the diploma
program and designed a set of questions that formed the basis of a semi-structured guide.
During the Google Meet sessions, the researchers randomly selected participants to take part
in in-depth interviews. This technique benefits qualitative research because it allows
researchers to explore participants’ perceptions of reality in depth, whether they conduct the
interviews face-to-face, by phone, by video call, or through other means of communication
(Díaz, Torruco, Martínez, y Varela, 2013).
The researchers conducted the in-depth interviews with key participants who voluntarily
agreed to participate, ensuring a diverse and objective range of responses (Robles, 2011).
A positive aspect was the high level of interest in participating, but limitations such as time
constraints and the interview schedule, which began after 11:00 PM, prevented some
participants from participating fully. The time zone in Mexico City meant that participants
were exhausted or had to get up early for work, but participation remained open for future
research (Varguillas y Ribot de Flores, 2007).
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1684
Procedure
The researchers evidenced its application during the sessions, which they recorded in full and
which lasted between 20 and 50 minutes, depending on each participant. Subsequently, they
fully transcribed the sessions, focusing specifically on those related to neuroeducation,
creativity, and motivation, as well as on the participants’ integrative diploma projects, in which
they linked these topics to education.
At this stage of the research, the team analyzed and collected information, concentrating
exclusively on the sessions that addressed neuroeducation in relation to creativity and
motivation. During these sessions, participants from various countries contextualized
neuroeducation, creativity, and motivation within their teaching practice or from their
perspectives as mothers. The researchers based their analysis on the proposed theoretical
framework to maintain objectivity and ensure consistency with the established methodology.
Throughout the sessions with the three cohorts of the diploma program, the researchers
reached data saturation once they clearly understood the variables that emerged from
creativity and motivation, as reflected in this section of results analysis and interpretation. The
team continued coding the data using Hyper RESEARCH (2022), a program designed to
analyze qualitative data in the social sciences and humanities. This software supported the
coding and analysis of textual data, such as the interviews that the researchers fully transcribed
for this study using the Windows version (Hyper RESEARCH, 2022).
RESULTS
1. Category: Neuroeducation and Creativity
Psychology is one of the areas linked to neuroeducation that studies creativity. One of its most
recognized authors is Guilford (1967), who has come closest to explaining creativity as
creating something new from scratch, which tends to be associated with the intellectual
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1684
Procedure
The researchers evidenced its application during the sessions, which they recorded in full and
which lasted between 20 and 50 minutes, depending on each participant. Subsequently, they
fully transcribed the sessions, focusing specifically on those related to neuroeducation,
creativity, and motivation, as well as on the participants’ integrative diploma projects, in which
they linked these topics to education.
At this stage of the research, the team analyzed and collected information, concentrating
exclusively on the sessions that addressed neuroeducation in relation to creativity and
motivation. During these sessions, participants from various countries contextualized
neuroeducation, creativity, and motivation within their teaching practice or from their
perspectives as mothers. The researchers based their analysis on the proposed theoretical
framework to maintain objectivity and ensure consistency with the established methodology.
Throughout the sessions with the three cohorts of the diploma program, the researchers
reached data saturation once they clearly understood the variables that emerged from
creativity and motivation, as reflected in this section of results analysis and interpretation. The
team continued coding the data using Hyper RESEARCH (2022), a program designed to
analyze qualitative data in the social sciences and humanities. This software supported the
coding and analysis of textual data, such as the interviews that the researchers fully transcribed
for this study using the Windows version (Hyper RESEARCH, 2022).
RESULTS
1. Category: Neuroeducation and Creativity
Psychology is one of the areas linked to neuroeducation that studies creativity. One of its most
recognized authors is Guilford (1967), who has come closest to explaining creativity as
creating something new from scratch, which tends to be associated with the intellectual
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1685
abilities of creative people. He proposes characteristics such as divergent thinking, flexibility
of thought, context, and adaptation to it, to name a few, as drivers of creativity (Gálvez, 2006).
(NEdu 3) There are aspects of preschool education that motivate and promote creativity, but
others, such as the family context, especially in rural areas like my own, where parents treat
preschool as a daycare for their children, which means that children only develop their
creativity in the classroom.
(NEdu 3) The classroom, as Mora (2013) argues, is the place that, regardless of the student's
background, will shape a creative individual and provide them with tools to enhance their
creativity through music, painting, dance, and other art forms. Alternatives exist for developing
creativity from the brain: hence the importance of not limiting oneself to memorization or
using anthologies that become obsolete after months or even days.
(NEdu34) In the field of pedagogy, university students feel committed to creativity as part of
their professional development. This means that, through activities such as crafts, group
dynamics, and interaction with students, they gradually experiment with it in their teaching
practice. This is because they have learned in theory the importance of fostering creativity in
their students.
Regarding the creative process, it does not occur spontaneously; instead, it develops gradually,
like waves, as individuals seek the final work in space, time, and form (Fernández, 2025). At
the beginning of the creative process, individuals do not fully understand the outcome,
because the brain explores physiological aspects that allow the right hemisphere to generate
ideas, ultimately leading to the final product.
In the classroom, teachers foster this continuous exercise through the activities students carry
out, regardless of their educational level. Throughout their educational journey, students
become creative individuals: some express their creativity through visible products or ideas,
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1685
abilities of creative people. He proposes characteristics such as divergent thinking, flexibility
of thought, context, and adaptation to it, to name a few, as drivers of creativity (Gálvez, 2006).
(NEdu 3) There are aspects of preschool education that motivate and promote creativity, but
others, such as the family context, especially in rural areas like my own, where parents treat
preschool as a daycare for their children, which means that children only develop their
creativity in the classroom.
(NEdu 3) The classroom, as Mora (2013) argues, is the place that, regardless of the student's
background, will shape a creative individual and provide them with tools to enhance their
creativity through music, painting, dance, and other art forms. Alternatives exist for developing
creativity from the brain: hence the importance of not limiting oneself to memorization or
using anthologies that become obsolete after months or even days.
(NEdu34) In the field of pedagogy, university students feel committed to creativity as part of
their professional development. This means that, through activities such as crafts, group
dynamics, and interaction with students, they gradually experiment with it in their teaching
practice. This is because they have learned in theory the importance of fostering creativity in
their students.
Regarding the creative process, it does not occur spontaneously; instead, it develops gradually,
like waves, as individuals seek the final work in space, time, and form (Fernández, 2025). At
the beginning of the creative process, individuals do not fully understand the outcome,
because the brain explores physiological aspects that allow the right hemisphere to generate
ideas, ultimately leading to the final product.
In the classroom, teachers foster this continuous exercise through the activities students carry
out, regardless of their educational level. Throughout their educational journey, students
become creative individuals: some express their creativity through visible products or ideas,
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1686
while others develop it more internally or for personal fulfillment. The important point is that
education actively contributes to their creative development (Chávez, Graff, García, Vaugier,
& Cruz, 2004).
2. Category: Neuroeducation and Motivation
One of the main purposes of teaching is to motivate students with dynamics and strategies so
that education becomes an opportunity rather than an obligation for improving individuals'
lives. Teachers must overcome the fear of implementing activities that inspire students, from
the moment they wake up, to want to go to school and to view it as a path toward self-
realization and the successful completion of their education (Gilbert, 2005).
Therefore, educators must carefully design the planning stage to ensure that the curriculum
includes varied activities and encourages students not only to acquire knowledge but also to
connect it to their present and future lives. In this way, through the teacher’s guidance, students
develop a love for learning and for attending school, while they strengthen the skills that their
brains cultivate at each educational level and with every new piece of information; they
acquire (European Institute of Positive Psychology, 2024).
(NEdu25) My role is to continually encourage students to see school as an opportunity to
envision the future they need to achieve the job, travel, or family they desire. I try to ensure
they have a variety of activities, and I have noticed that as the difficulty increases, they also
solve problems correctly and with more critical thinking, supported by neuroeducation. I teach
at the high school level in Salta, Argentina.
Neuroeducation aims to help students maximize their neurological development in order to
enhance their neural processes throughout their lives and acquire tools that will allow them to
maximize their brain's potential during their educational journey (Bueno, 2021).
(NEdu81) In my classroom, I use music and relaxation exercises to help students develop self-
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1686
while others develop it more internally or for personal fulfillment. The important point is that
education actively contributes to their creative development (Chávez, Graff, García, Vaugier,
& Cruz, 2004).
2. Category: Neuroeducation and Motivation
One of the main purposes of teaching is to motivate students with dynamics and strategies so
that education becomes an opportunity rather than an obligation for improving individuals'
lives. Teachers must overcome the fear of implementing activities that inspire students, from
the moment they wake up, to want to go to school and to view it as a path toward self-
realization and the successful completion of their education (Gilbert, 2005).
Therefore, educators must carefully design the planning stage to ensure that the curriculum
includes varied activities and encourages students not only to acquire knowledge but also to
connect it to their present and future lives. In this way, through the teacher’s guidance, students
develop a love for learning and for attending school, while they strengthen the skills that their
brains cultivate at each educational level and with every new piece of information; they
acquire (European Institute of Positive Psychology, 2024).
(NEdu25) My role is to continually encourage students to see school as an opportunity to
envision the future they need to achieve the job, travel, or family they desire. I try to ensure
they have a variety of activities, and I have noticed that as the difficulty increases, they also
solve problems correctly and with more critical thinking, supported by neuroeducation. I teach
at the high school level in Salta, Argentina.
Neuroeducation aims to help students maximize their neurological development in order to
enhance their neural processes throughout their lives and acquire tools that will allow them to
maximize their brain's potential during their educational journey (Bueno, 2021).
(NEdu81) In my classroom, I use music and relaxation exercises to help students develop self-
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1687
control so that, when they reach adolescence or adulthood, they won't be afraid to express
and balance their emotions. Besides the fact that they perform their jobs better, the difficulty
lies in getting the institution to validate these kinds of exercises and not just assume that, as a
teacher, I am wasting time. I work in primary education in La Paz, Bolivia.
These are some of the contributions that the students in the diploma program made to this
research. It shows that the power of neuroeducation in the classroom does not depend solely
on the teacher, but also on other actors who must be involved in the individual's educational
trajectory. Such as: the educational system, making the importance of neuroeducation visible
to people; institutions, providing training, promoting exercises that stimulate the brain and
foster creativity; parents, supporting their children during infancy and childhood; and above
all, the interaction between teachers and students to motivate and encourage them during the
teaching-learning process.
DISCUSSION
For this section on discussion, it was found that in the category of neuroeducation and
creativity, while Guilford (1967) argued that creativity is something that doesn't exist and that
one starts from scratch, Gálvez (2006) proposed some characteristics that promote creativity,
considering prior learning where context is crucial for enhancing creativity—something also
supported by Mora (2013).
And Fernández (2025) adds that everything begins in the brain throughout life. In the second
category, neuroeducation and motivation, Gilbert (2005) discusses the importance of teaching
practice and its role in motivating students not only to learn knowledge but also life skills,
which aligns with Bueno (2021). This author proposes neuroeducation as part of the current
and innovative teaching-learning process at any level and in any educational system.
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1687
control so that, when they reach adolescence or adulthood, they won't be afraid to express
and balance their emotions. Besides the fact that they perform their jobs better, the difficulty
lies in getting the institution to validate these kinds of exercises and not just assume that, as a
teacher, I am wasting time. I work in primary education in La Paz, Bolivia.
These are some of the contributions that the students in the diploma program made to this
research. It shows that the power of neuroeducation in the classroom does not depend solely
on the teacher, but also on other actors who must be involved in the individual's educational
trajectory. Such as: the educational system, making the importance of neuroeducation visible
to people; institutions, providing training, promoting exercises that stimulate the brain and
foster creativity; parents, supporting their children during infancy and childhood; and above
all, the interaction between teachers and students to motivate and encourage them during the
teaching-learning process.
DISCUSSION
For this section on discussion, it was found that in the category of neuroeducation and
creativity, while Guilford (1967) argued that creativity is something that doesn't exist and that
one starts from scratch, Gálvez (2006) proposed some characteristics that promote creativity,
considering prior learning where context is crucial for enhancing creativity—something also
supported by Mora (2013).
And Fernández (2025) adds that everything begins in the brain throughout life. In the second
category, neuroeducation and motivation, Gilbert (2005) discusses the importance of teaching
practice and its role in motivating students not only to learn knowledge but also life skills,
which aligns with Bueno (2021). This author proposes neuroeducation as part of the current
and innovative teaching-learning process at any level and in any educational system.
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1688
CONCLUSIONS
The study concluded that many participants do not clearly understand how neuroeducation
supports not only brain processes but also how psychological processes connect to and
influence learning, creativity, and motivation. It also showed that motivation could either
encourage students to continue their academic journey or discourage them from doing so.
Participants in the diploma program proposed several activities to foster motivation. They
suggested that teacher’s value all students equally, incorporate multiple intelligences into their
teaching, and help students understand that these intelligences evolve throughout life and
develop according to context and life experiences. They also recommended that educators
guide students in creating a life plan that prioritizes academic success and promote creative
and divergent thinking.
The study also concluded that teachers should value all students equally and intentionally
integrate multiple intelligences into their practice.
Teachers should help students recognize that these intelligences change over time and grow
according to personal context and experiences. Furthermore, the findings highlighted the
strong influence of motivation on whether students continue or abandon their academic path,
with teachers playing a central role in this process. A word of encouragement, an appropriate
tone of voice, warm treatment, empathy, and openness to questions can significantly
strengthen neurodidactic strategies in the classroom.
Findings and future lines of research
One key finding is that self-esteem plays a crucial role in building confidence in both teachers
and students, giving them security in their work, especially when they master tasks or feel
confident, for example, when they complete an activity and receive recognition.
Another finding is the need to focus on training in neuroeducation, as it is only just beginning
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1688
CONCLUSIONS
The study concluded that many participants do not clearly understand how neuroeducation
supports not only brain processes but also how psychological processes connect to and
influence learning, creativity, and motivation. It also showed that motivation could either
encourage students to continue their academic journey or discourage them from doing so.
Participants in the diploma program proposed several activities to foster motivation. They
suggested that teacher’s value all students equally, incorporate multiple intelligences into their
teaching, and help students understand that these intelligences evolve throughout life and
develop according to context and life experiences. They also recommended that educators
guide students in creating a life plan that prioritizes academic success and promote creative
and divergent thinking.
The study also concluded that teachers should value all students equally and intentionally
integrate multiple intelligences into their practice.
Teachers should help students recognize that these intelligences change over time and grow
according to personal context and experiences. Furthermore, the findings highlighted the
strong influence of motivation on whether students continue or abandon their academic path,
with teachers playing a central role in this process. A word of encouragement, an appropriate
tone of voice, warm treatment, empathy, and openness to questions can significantly
strengthen neurodidactic strategies in the classroom.
Findings and future lines of research
One key finding is that self-esteem plays a crucial role in building confidence in both teachers
and students, giving them security in their work, especially when they master tasks or feel
confident, for example, when they complete an activity and receive recognition.
Another finding is the need to focus on training in neuroeducation, as it is only just beginning
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1689
to gain traction and highlight its importance in education, particularly for developing not only
better students in terms of knowledge and skills, but also in terms of attitudes, due to the self-
regulation of emotions as part of their learning strategies.
Finally, another very important finding is the need to promote future research from different
perspectives, such as those involving parents, the impact of neuroeducation at different
educational levels, the role of self-esteem in positive academic performance, and above all, to
emphasize neuroeducational topics in the classroom using neurodidactic strategies.
Financing
Part of the postdoctoral project 2753126 of SECIHTI, formerly CONACYT, at the Centro
Universitario de Ciencias Económico-Administrativas (CUCEA) of the Universidad de
Guadalajara.
BIBLIOGRAPHIC REFERENCES
Araya, L., y Pedreros, M. (2013). Análisis de las teorías de la motivación de contenido: Una
aplicación al mercado laboral de Chile del año 2009. Revista de Ciencias Sociales (Cr),
IV (142), 45-61. https://www.redalyc.org/pdf/153/15333870004.pdf
Belda, L. (6 de noviembre 2023). Las neurociencias aplicadas a la educación: neuroeducación.
https://www.universidadviu.com/int/actualidad/nuestros-expertos/las-
neurociencias-aplicadas-la-educacion-neuroeducacion-y
Bueno, D. (2021). La neurociencia como fundamento de la educación emocional. Revista
Internacional De Educación Emocional Y Bienestar, 1(1), 47–61.
https://doi.org/10.48102/rieeb.2021.1.1.6
Carrillo, M., Padilla, J., Rosero, T., & Villagómez, M. S. (2009). La motivación y el aprendizaje.
Alteridad. Revista de Educación, 4(2), 20-32.
https://www.redalyc.org/articulo.oa?id=467746249004
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1689
to gain traction and highlight its importance in education, particularly for developing not only
better students in terms of knowledge and skills, but also in terms of attitudes, due to the self-
regulation of emotions as part of their learning strategies.
Finally, another very important finding is the need to promote future research from different
perspectives, such as those involving parents, the impact of neuroeducation at different
educational levels, the role of self-esteem in positive academic performance, and above all, to
emphasize neuroeducational topics in the classroom using neurodidactic strategies.
Financing
Part of the postdoctoral project 2753126 of SECIHTI, formerly CONACYT, at the Centro
Universitario de Ciencias Económico-Administrativas (CUCEA) of the Universidad de
Guadalajara.
BIBLIOGRAPHIC REFERENCES
Araya, L., y Pedreros, M. (2013). Análisis de las teorías de la motivación de contenido: Una
aplicación al mercado laboral de Chile del año 2009. Revista de Ciencias Sociales (Cr),
IV (142), 45-61. https://www.redalyc.org/pdf/153/15333870004.pdf
Belda, L. (6 de noviembre 2023). Las neurociencias aplicadas a la educación: neuroeducación.
https://www.universidadviu.com/int/actualidad/nuestros-expertos/las-
neurociencias-aplicadas-la-educacion-neuroeducacion-y
Bueno, D. (2021). La neurociencia como fundamento de la educación emocional. Revista
Internacional De Educación Emocional Y Bienestar, 1(1), 47–61.
https://doi.org/10.48102/rieeb.2021.1.1.6
Carrillo, M., Padilla, J., Rosero, T., & Villagómez, M. S. (2009). La motivación y el aprendizaje.
Alteridad. Revista de Educación, 4(2), 20-32.
https://www.redalyc.org/articulo.oa?id=467746249004
Ciencia y Reflexión - Revista Científica Multidisciplinaria
ISSN 3045-5537 (en línea) Enero-Marzo, 2026, Volumen 5, Número 1 Pág. 1690
Chávez, A., Graff, A., García, J., Vaugier, V., y Cruz, C. (2004). Neurobiología de la creatividad:
resultados preliminares de un estudio de activación cerebral. Salud Mental, 27(3), 38-
46. https://www.redalyc.org/pdf/582/58232706.pdf
Díaz, L., Torruco, U, Martínez, M., & Varela, M. (2013). La entrevista, recurso flexible y
dinámico. Investigación en educación médica, 2(7), 162-167.
http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S2007-
50572013000300009&lng=es&tlng=es.
Educación 3.0. (2010, marzo). Neuroeducación: ¿cómo aprende el cerebro?
https://www.educaciontrespuntocero.com/noticias/neuroeducacion-cerebro/
Fernández, A. (2025). ¿Qué motiva al estudiantado universitario hoy?. Voces de la educación
10 (20), pp.58-89.
https://www.revista.vocesdelaeducacion.com.mx/index.php/voces/article/view/88
2/378
Gálvez, A. (2006). Motivación hacia el estudio y la cultura escolar: Estado de la cuestión.
Pensamiento Psicológico, 2(6), 87-101.
https://www.redalyc.org/pdf/801/80100608.pdf
García, M y García, M. (2012). Capítulo 3. Los métodos de investigación. Guía práctica para
la realización de trabajos fin de Grado y trabajos fin de Máster.
https://www.ucm.es/data/cont/media/www/pag-
135806/12%20metodologc3ada-1-garcia-y-martinez.pdf
Gilbert, I. (2005). Motivar para aprender en el aula. Las siete claves de la motivación escolar.
http://www.xtec.cat/~ilopez15/materials/ambitpedagogic/motivacio/motivarpar
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La Revista utiliza códigos para identificar al Editor y al equipo de
PARES REVISORES. Si tiene dudas o consultas, contacte a:
contacto@cienciayreflexion.org
Código de Editor: 108
Código de Revisores: 1009
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Editorial Científico Técnica Ocronos.
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y la enseñanza (2020). Héctor Ruiz Martín. Editorial Graó. En Líneas Generales,
6(006), 174-177. https://doi.org/10.26439/en.lineas.generales2021.n6.5601
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hub/estudio-transversal-investigacion
Varguillas, C., & Ribot de Flores, S. (2007). Implicaciones conceptuales y metodológicas en la
aplicación de la entrevista en profundidad. Lauro , 13 (23), 249-262.
https://www.redalyc.org/articulo.oa?id=76102313
La Revista utiliza códigos para identificar al Editor y al equipo de
PARES REVISORES. Si tiene dudas o consultas, contacte a:
contacto@cienciayreflexion.org
Código de Editor: 108
Código de Revisores: 1009