Neurotechnologies and higher learning: from the lab to the classroom

Abstract

This study explores the integration of neurotechnologies in higher education as a strategy to enhance cognitive, emotional, and ethical learning processes. Using a qualitative exploratory approach, the experience of forty-two students and five university professors participating in activities involving brain simulators, immersive environments, and artificial intelligence-based educational tools was analyzed. The results revealed significant improvements in attention, motivation, and collaboration, as well as an increasing awareness of digital ethics and mental privacy. Observations and interviews indicated that neurotechnologies, by stimulating neuroplasticity and emotional self-regulation, foster more active, personalized, and reflective learning. Likewise, teachers demonstrated the need for continuous training in neuroeducation and for institutional policies regulating the ethical and pedagogical use of these technologies. In conclusion, the implementation of neurotechnologies in university classrooms represents not merely a technical innovation but an epistemological transformation that redefines teaching and learning through the lens of brain science, artificial intelligence, and social responsibility. This approach promotes a more human, inclusive, and ethically conscious education, where the interaction between mind and technology becomes a pathway to holistic intellectual development.