Neurodidactics for the meaningful learning of higher education students in the Psychology program

Abstract

Introduction: This study analyzes the application of neurodidactics to promote meaningful learning in students of the Educational Psychology program at ULEAM Ext. Chone. Neurodidactics, as a discipline that integrates principles of neuroscience and didactics, seeks to enhance cognitive and affective processes to improve the retention and understanding of complex content. The research focused on determining the level of knowledge and application of neurodidactic strategies by the faculty. Materials and methods: A mixed-methods (qualitative-quantitative) non-experimental design was used, with non-probabilistic convenience sampling that included 111 students and 5 faculty members. Data collection techniques included Likert-type surveys administered to students and semi-structured interviews with faculty members, evaluating dimensions such as attention, memory, motivation, and emotional connection. Results: The results showed frequent application of neurodidactic strategies, such as graphic organizers, structured learning sequences, and activities that foster a positive emotional environment. Students perceived these practices favorably, highlighting their impact on motivation and information retention. Discussion: The findings align with the literature that emphasizes the importance of integrating emotional and cognitive aspects for deep learning. However, the need for more robust teacher training in neurodidactics was identified to overcome methodological limitations. Conclusions: The implementation of neurodidactic strategies strengthens the quality of the educational process by promoting meaningful learning. It is recommended to institutionalize teacher training programs and develop teaching materials based on neuroeducational principles to optimize academic results.