Brain-computer interfaces in university education: pedagogical possibilities and ethical dilemmas

Abstract

The study analyzes the pedagogical and ethical implications of using brain-computer interfaces in higher education, exploring their potential to transform teaching, learning, and assessment processes within technology-mediated academic environments. These tools, which enable direct interaction between neural activity and digital systems, open possibilities for personalizing educational processes, adapting content to students’ cognitive rhythms, and promoting immersive learning experiences. A mixed-methods approach with an explanatory sequential design was applied, integrating quantitative and qualitative techniques through surveys and interviews conducted with teachers and students from various academic disciplines. The findings reveal a broadly favorable perception toward the incorporation of these technologies into pedagogical practice, recognizing their capacity to enhance attention, motivation, and accessibility across diverse educational contexts. However, ethical concerns arise regarding cognitive privacy, mental autonomy, the manipulation of neural data, and the limits of technological intervention in human thought. Participants emphasized the need to strengthen university training in neuroeducation and neuroethics, as well as to establish institutional policies that guide their responsible use. In conclusion, brain-computer interfaces represent a significant opportunity to advance toward a more inclusive, innovative, and humanized university education, provided their implementation is grounded in ethical principles, cognitive justice, and respect for human dignity.