Neuroeducation for the Development of Research Competencies in Primary Education: A Systematic Review

Neuroeducación para el desarrollo de competencias investigativas en primaria: revisión sistemática

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Published: 2026-10-09
DOI: https://doi.org/10.33996/revistahorizontes.v10i44.1317
Keywords:
"Brain-based learning"; "Executive functions"; "Neurodidactics"; "Neuroeducation"; "Primary education"; "Research competencies"
Palabras Clave:
"Aprendizaje basado en el cerebro"; "Competencias investigativas"; "Educación primaria"; "Funciones ejecutivas"; "Neurodidáctica"; "Neuroeducación";

Main Article Content

Delfín Chávez-Sosa
Universidad Peruana Cayetano Heredia. Lima, Perú
https://orcid.org/0000-0002-9091-1443
Background: Neuroeducation encompasses the contributions of cognitive neuroscience with pedagogical practices to optimize teaching and learning processes, with special emphasis on primary education, a stage of notable brain plasticity and strengthening of executive functions that support scientific school thinking. Despite growing academic interest, empirical evidence on its impact on the development of investigative skills appears fragmented and dispersed. Objective: Analyze the available scientific evidence on neuroeducational interventions that contribute to the development of investigative competencies and cognitive abilities in primary education students. Methodology: Systematic review based on the PRISMA 2020 method, with consultation of the Scopus, Web of Science, ERIC and SciELO databases. 30 original studies published between 2024 and June 2026, in Spanish or English, were identified. Results: Four intervention typologies were identified: direct neurocognitive stimulation, multisensory processing, neuroscientific-based gamification, and socio-emotional environmental modulation. The cognitive skills most stimulated were inhibitory control, sustained attention, cognitive flexibility and working memory. The effectiveness appeared in the improvement of the formulation of hypotheses, the resolution of logical-mathematical problems and the argumentation based on evidence. Conclusion: Neuroeducation contributes to the development of scientific thinking by strengthening the neurological substrates of self-regulation and attention; However, there are gaps in the longitudinal transfer of these competencies and in specialized teacher training.
Contexto: La neuroeducación abarca los aportes de la neurociencia cognitiva con las prácticas pedagógicas para optimizar los procesos de enseñanza y aprendizaje, con especial énfasis en la educación primaria, etapa de notable plasticidad cerebral y de fortalecimiento de las funciones ejecutivas que sostienen el pensamiento científico escolar. Pese al creciente interés académico, la evidencia empírica sobre su incidencia en el desarrollo de competencias investigativas aparece fragmentada y dispersa. Objetivo: Analizar la evidencia científica disponible sobre las intervenciones neuroeducativas que contribuyen al desarrollo de competencias investigativas y habilidades cognitivas en estudiantes de educación primaria. Metodología: Revisión sistemática basada en el método PRISMA 2020, con consulta a las bases de datos Scopus, Web of Science, ERIC y SciELO. Se identificaron 30 estudios originales publicados entre 2024 y junio de 2026, en español o inglés. Resultados: Se identificaron cuatro tipologías de intervención: estimulación neurocognitiva directa, procesamiento multisensorial, gamificación con base neurocientífica y modulación ambiental socioemocional. Las habilidades cognitivas más estimuladas fueron el control inhibitorio, la atención sostenida, la flexibilidad cognitiva y la memoria de trabajo. La efectividad apareció en la mejora del planteamiento de hipótesis, la resolución de problemas lógico-matemáticos y la argumentación con base en evidencias. Conclusión: La neuroeducación contribuye al desarrollo del pensamiento científico al fortalecer los sustratos neurológicos de la autorregulación y la atención; no obstante, existen vacíos en la transferencia longitudinal de dichas competencias y en la formación docente especializada.

Article Details

Issue

Vol. 10 No. 44 (2026): Octubre - Diciembre

Section

Review Articles

How to Cite

Neuroeducation for the Development of Research Competencies in Primary Education: A Systematic Review. (2026). Horizontes, 10(44), 1-23. https://doi.org/10.33996/revistahorizontes.v10i44.1317
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