Neuroeducación and complex thought for the development of linguistic abilities in digital environments: systematic revision

Abstract

Introduction: This research presents a systematic review of neuroeducation and complex thinking for the development of language skills in digital environments, starting in middle school in Ecuador. This review addresses the gap between theoretical advances in neuroeducation and its practical application in digital settings, evidenced by the limited use of active methodologies and neurodidactic strategies, which results in low levels of reading comprehension and critical writing. Materials and methods: A systematic literature review was conducted following the PRISMA 2020 protocol. Searches were performed in the SciELO, Scopus, and Google Scholar databases using keyword combinations ("neuroeducation," "pedagogy," "neurolinguistic skills," "complex thinking," "digital environments"). Results: The findings revealed that neuroeducation, by integrating cognitive processes, memory, attention, and emotions, improves educational practice through adaptive strategies such as Universal Design for Learning (UDL). Teacher training in neuroeducation enhances the adaptation of pedagogical strategies and promotes reading comprehension and written production. Discussion: Teacher training in neuroeducation enhances the adaptation of pedagogical strategies; meaningful learning and reading comprehension are strengthened through a comprehensive pedagogical approach that considers cognitive, affective, and contextual aspects. Conclusions: Neuroeducation has established itself as an interdisciplinary field capable of translating findings into the school setting, contributing specific strategies that strengthen working memory, cognitive flexibility, and inhibitory control; the integration of neuroeducation and complex thinking constitutes an emerging trend in digital education with significant contributions to strengthening linguistic and socio-emotional skills.