Neurodidactic contributions to the functioning of learning: assessments in postgraduate educator training

Abstract

Introduction: Nowadays, it is essential for education professionals to develop competencies by considering the principles of neuroeducation. This is because neurodidactics provides a scientific framework that helps understand how students learn, thus allowing the implementation of more effective pedagogical strategies. By integrating these principles, educators can adapt their teaching to the cognitive and emotional characteristics of their students, which improves the learning process and fosters a more inclusive and motivating educational environment. The objective of this study is to evaluate the contributions of neurodidactics in improving the learning process, emphasizing its application and relevance in the postgraduate training of educators, in order to promote more effective pedagogical practices in teachers graduating from the Educational Sciences in Santiago de Cuba. Materials and methods: The research is based on a mixed approach: quantitative and qualitative, combining theoretical and empirical methods. To this end, we worked with a sample of 17 recently graduated teachers, 11 women and 6 men. Results: Among the main results, we observed the validity of the proposed indicators and the need to overcome the theoretical, epistemological, and methodological shortcomings that persist at the end of the program, as well as the technological and cognitive barriers that hinder improved learning and daily use in the classroom. Discussion: The perception that recently graduated teachers have about postgraduate training in neurodidactics is based on a real need. This need is reflected in the theoretical, epistemological, and methodological shortcomings that persist at the end of the program. Conclusions: The analysis of the evaluation of the contributions of neurodidactics to improving the learning process emphasizes its application and relevance in the postgraduate training of educators. It is based on the study of the indicators: understanding brain plasticity, facilitating emotions for learning, appropriate use of learning styles, memory and information retention strategies, contribution to active and participatory learning, contextualization of learning, and use of educational technologies, which provide essential elements for understanding its contextualization in contemporary Cuba.