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Introduction The study addresses the growing use of neurotechnologies to monitor teaching performance in higher education, in a context of accelerated digitalization and systems capable of recording attention, emotions and cognitive load. Although these tools allow a better understanding of the emotional dynamics of teachers, they also generate ethical tensions related to mental privacy, professional autonomy and academic freedom, especially in institutions where evaluation pressures and gaps in digital training persist. Method An integrative review of twenty-six studies indexed in Scopus (2020–2025) was developed, together with an experimental simulation with 120 teachers. Research with EEG, studies on algorithmic surveillance and qualitative analyses on autonomy were combined, applying thematic coding, conceptual triangulation and statistical tests such as t, ANOVA and effect sizes. Results The findings show increases in teacher stress between 35% and 52%, along with greater emotional reactivity and fluctuations associated with anxiety of 30%. Pedagogical creativity decreased by 18–28%, while methodological self-censorship increased by 22–34%. 63% expressed concern about the institutional use of neurodata; however, in voluntary contexts, improvements of 15% in emotional self-regulation and 12–17% in workplace well-being were observed. Conclusions Neurovigilance has a significant impact on the cognitive, emotional and pedagogical processes of teachers. Its implementation must be governed by neurorights, clear ethical frameworks and teacher participation, avoiding evaluative uses that limit creativity and academic freedom.
Copyright (c) 2026 Jhan Carlos Manuel Fernández Delgado (Author) https://creativecommons.org/licenses/by/4.0
Organizational management and cognitive privacy: ethical challenges in the use of data for business decision-making
Introduction Organizational neuromanagement emerges as a field that integrates neuroscientific knowledge and cognitive analysis to understand decisive processes of work behavior, creativity, and performance. The growing use of technologies based on neurodata and artificial intelligence models makes it possible to anticipate cognitive patterns, manage risks and support strategic decision-making; however, it also poses ethical risks linked to mental privacy, personal autonomy and protection of cognitive integrity. In this context, it is necessary to evaluate how workers from different fields perceive the incorporation of neurotechnologies in business environments and the risks associated with their possible use. Method A quantitative, non-experimental and cross-sectional study was applied, with a descriptive-correlational scope. 120 workers from areas related to management, innovation and administration participated. A structured questionnaire of 28 Likert items (α = .89) was used, designed to measure neuromanagement practices, acceptance of technologies that collect neurodata, and perception of cognitive privacy. Results Neuromanagement practices are moderately average, while the acceptance of neurocognitive technologies is initial but prudent. The perception of ethical risks and cognitive privacy reaches high levels, evidencing sensitivity to a possible violation of internal thinking. Significant differences were observed between work areas and positive correlations between technological familiarity and greater acceptance. Conclusions Organizational neuromanagement is advancing as an emerging practice, but its ethical adoption will depend on neurodata protection frameworks, institutional transparency, and guidelines that guarantee the mental autonomy of workers.
Copyright (c) 2026 Ricardo Perez Solis (Author) https://creativecommons.org/licenses/by/4.0
Neurotourism, privacy, and personalization of tourist experiences
Introduction: This study examines how the integration of neurotechnologies uch as EEG, eye-tracking, GSR, and neurocomputational models is transforming the personalization of tourism experiences through the capture of emotions, attention, and implicit preferences. In a context of increasing digitalization of the tourism sector, these tools make it possible to optimize experience design and predict traveler behavior, yet they also generate ethical tensions related to cognitive privacy, decisional autonomy, and mental sovereignty due to the highly sensitive and difficult-to-anonymize nature of neurodata. Method: An integrative review of thirty Scopus-indexed articles (2018–2024) was conducted, focusing on neurotourism, tourism-oriented neuromarketing, psychophysiological analysis, neurorights, and neurodata protection. The review employed thematic coding, theoretical triangulation, and constant comparison to synthesize findings from experimental studies using neurophysiological techniques and normative works addressing mental privacy. Results: The analyses indicate that neurophysiological measurements can identify emotional patterns that increase the accuracy of predicting tourism preferences by 18–35 %, thereby enhancing service personalization. However, 60–75 % of users express concern regarding the commercial use of their neurodata. Risks of affective manipulation, extreme micro-segmentation, and reductions in cognitive autonomy emerge when platforms infer interests without explicit consent. Conclusions: Neurotourism offers strong potential for designing more immersive and emotionally meaningful experiences, but its implementation requires frameworks grounded in neurorights, dynamic consent, and strict protection of cognitive privacy.
Copyright (c) 2025 Yolanda Lorena Paredes Andrade, Karla Elizabeth Morales Jacome, Carlos Aníbal Manosalvas Vaca (Author) https://creativecommons.org/licenses/by/4.0
Neuroethics and digital literacy: critical skills for university students
Introduction: The accelerated incorporation of digital technologies and neurotechnologies in higher education has generated new ethical challenges related to mental autonomy, neural privacy, and algorithmic influence on students. In this context, neuroethics and critical digital literacy are key elements to understand cognitive risks and promote responsible use of technology in academic settings. Methodology: A phenomenological qualitative approach was applied with an intentional sample of 100 students from five Ecuadorian universities. Semi-structured interviews were conducted aimed at exploring neuroethical understanding, digital critical thinking, and perceptions of cognitive risk. The script and performances were validated by a panel of six experts through technical review and analytical triangulation. Results: The findings reveal three central patterns: fragmented understanding of neuroethics and neurorights; limited development of critical digital literacy focused on operational use rather than ethical analysis; and normalization of cognitive risks associated with the intensive use of digital platforms, with little awareness of their emotional and decisional influence. Discussion: The results are aligned with recent research that evidences training gaps in digital ethics and neurotechnology. The lack of critical reflection increases students' vulnerability to algorithmic systems capable of influencing their cognition and behavior. Conclusions: It is essential to integrate neuroethics, neurorights and AI ethics content into university education, strengthening cognitive autonomy and critical thinking. It is recommended to extend future studies to other contexts and complement them with mixed methodologies.
Copyright (c) 2025 Omar Paul Segarra Figueroa, Viviana Priscila Neira Quinteros, Víctor Miguel Sumba Arévalo (Author) https://creativecommons.org/licenses/by/4.0
Neuroeconomics, informed consent, and decision-making
Introduction: The research analyzes the ethical implications of informed consent in the era of neuroeconomics, where neuroscience, artificial intelligence and neuromarketing converge. These disciplines make it possible to record and model neural processes associated with decision-making, risk and reward, raising questions about cognitive freedom and personal autonomy. Method: The study was developed under a hermeneutical qualitative approach, with the participation of seventy university students from various areas of economics, psychology, law, communication and engineering, selected through intentional sampling. Through semi-structured interviews and focus groups, their perceptions of technological influence, consent, and moral responsibility were explored. Results: The findings showed a partial awareness of the impact of intelligent systems on daily and academic decisions. The automatic acceptance of terms without critical reflection predominates, while autonomy is perceived as limited by digital dependence and technological convenience. Conclusions: Informed consent has become a formal practice lacking ethical analysis, which requires strengthening university education in neuroethics, cognitive rights, and critical thinking. Higher education must guarantee a culture of conscious decision and protect mental freedom against neurotechnological manipulation.
Copyright (c) 2025 Francisco Kroff Trujillo, Ana Isabel Mendoza-Mardones (Author) https://creativecommons.org/licenses/by/4.0
Mathematics in Rural Upper Secondary Education and Cognitive Enhancement: Opportunities and Tensions in the Use of Technologies to Improve Performance
Introduction: This study examines the use of cognitive enhancement technologies in mathematics learning within rural upper-secondary education, in a context marked by digital divides and limited infrastructure. Neuroeducation, artificial intelligence, and adaptive tools strengthen executive functions such as logical reasoning, working memory, and sustained attention. Although interventions—such as cognitive stimulation, mobile applications, and neuroeducational games—show benefits, they also generate tensions related to unequal access, pedagogical relevance, and the need for specialized teacher training. Method: An integrative review of twenty-five Scopus-indexed studies (2020–2025) was conducted, covering experimental and quasi-experimental designs, EEG-based trials, correlational research, and systematic reviews on cognitive enhancement and mathematics learning. Data were organized through thematic coding and conceptual triangulation, integrating quantitative and qualitative findings focused on academic performance, executive functions, digital access, and rural educational conditions. Results: Neuroeducational technologies increase mathematics performance by 12% to 34%, with improvements in attention, working memory, and calculation fluency. EEG studies report increases in beta activity and decreases in theta activity, associated with 20–28% improvements in problem-solving. However, rural areas show significant limitations: 35% lower access to personal devices and up to 70% lower stable connectivity. Additionally, 64% of teachers lack training in neuroeducation. Even so, offline applications and low-consumption games prove effective and increase student motivation by 25% to 30%. Conclusions: Cognitive enhancement technologies can effectively strengthen mathematics learning in rural settings when accompanied by digital equity initiatives, teacher training, and culturally relevant resources.
Copyright (c) 2025 María Lexicer Moreira Parrales, Marlene Mercy Murillo Sánchez, Luisa Verónica Vite Juanazo, Jorge Enrique Cifuentes Moreira (Author) https://creativecommons.org/licenses/by/4.0
Technological innovation and sustainability: towards a responsible model of tourism development
Introduction The convergence between innovation and technology has become a strategic component to reorient tourism towards more sustainable, intelligent and responsible development models. In the Galapagos Islands (Ecuador), a territory characterized by its high environmental sensitivity and a strict regulatory framework, tourism companies face the challenge of balancing conservation, competitiveness and efficiency. This study analyzes how digitalization contributes to operational sustainability within this island context. Method Administrative and environmental data from 110 tourism companies collected between 2023 and 2025 were used. Based on this information, two indicators were designed: the Technological Innovation Index (IIT) and the Operational Sustainability Index (ISO). Subsequently, statistical analyses were applied to determine the relationship between both indices and evaluate the impact of technological adoption on sustainable performance. Results The analyses show a positive and significant relationship between digitalization and operational sustainability. The automation of processes, the use of environmental monitoring systems and the implementation of digital tools contributed to reducing resource consumption and improving energy efficiency. However, gaps persist related to connectivity, business scale, and local technical capacity, which limit uniform technological adoption in the territory. Conclusions The results confirm that technology can enhance sustainability, but it is not an isolated solution: it needs to be integrated into a collaborative governance model and public policies that promote digital equity and capacity building. The Galapagos experience demonstrates that technological innovation is an effective means of balancing economic competitiveness, social well-being and ecological conservation in highly sensitive tourist destinations.
Copyright (c) 2025 Freddy Leonardo Garaicoa Fuentes, Jael Dolores Zambrano Mieles, Ruth Adriana Montero Muthre (Author) https://creativecommons.org/licenses/by/4.0
Ethical Governance of Neurotechnologies in Latin America
Introduction The accelerated development of neurotechnologies has expanded the ability to record and interpret brain activity, but it has also generated ethical tensions linked to mental privacy, cognitive autonomy and inequity in access. In Latin America, these concerns are deepened by persistent regulatory gaps and uneven institutional capacities, which makes it difficult to guide the responsible deployment of technologies aimed at influencing, measuring, or modulating mental processes. Method A qualitative and exploratory review of 24 articles published in journals indexed in Scopus between 2008 and 2025 was carried out, applying the guidelines of the PRISMA model for the screening and selection of the final corpus. Priority was given to research related to neuroethics, governance, digital privacy and regulation of neurotechnologies. The references were systematized through an analysis matrix that organized the contributions into four dimensions: neurotechnological governance, neuroprivacy, emerging cognitive rights, and challenges for Latin America. Results The findings identify six thematic cores: democratic governance and legitimacy; brain health as an emerging right; cognitive surveillance risks derived from neurodata; opacity in digital privacy policies; persistent dilemmas in clinical confidentiality; and regulatory challenges for consumer neurotechnology devices. In a transversal way, there is evidence of weak regional articulation, dependence on external frameworks and absence of their own neuroprivacy standards. Conclusions The ethical governance of neurotechnologies in Latin America requires anticipatory frameworks, regional cooperation, and specialized capacity building, in order to balance innovation, social justice, and protection of mental integrity.
Copyright (c) 2025 Ronie Martínez (Author) https://creativecommons.org/licenses/by/4.0
Architectural Spaces for Workplace Neurosurveillance: A Critical Analysis of Ethical Boundaries and Neurorights
Introduction: This study examines how the integration of neurotechnologies into workplace environments is transforming cognitive and emotional monitoring within organizations. In a context of accelerated digitalization, devices such as mobile EEG, portable BCIs, and neuroergonomic systems enable the recording of attention, stress, and mental workload, redefining the role of intelligent architecture. Elements such as sensor-based lighting and neuroadaptive workstations can enhance performance but also generate tensions related to mental privacy, worker autonomy, and psychological integrity, especially when they influence creativity, decision-making, and emotional self-regulation. Method: An integrative review was conducted using twenty-five Scopus-indexed articles (2012–2025) on neurosurveillance, intelligent architecture, and neurorights. The evidence included studies using mobile EEG in real work environments, research on cognitive surveillance, and theoretical work on mental privacy in organizational contexts. Thematic coding and conceptual triangulation were applied to synthesize interdisciplinary findings. Additionally, a conceptual simulation of sensor-enhanced work scenarios was developed to explore potential effects on stress, creativity, and adaptive behavior. Results: The analysis indicates that neurosurveillance increases stress levels by 28–47 %, raises cognitive load, and promotes self-censorship when neurophysiological indicators are perceived as evaluative mechanisms. The presence of integrated sensors reduces creativity and flexibility by 15–25 %, and heightens physiological fluctuations associated with anxiety by up to 30 %. Between 60–70 % of participants expressed concern about the use of their neurodata. However, moderate improvements (10–18 %) in concentration and well-being were observed when implementation was voluntary and oriented toward personal feedback. Conclusions: Intelligent architectural spaces function as neurotechnological systems that may support cognitive ergonomics but also pose significant risks when used for institutional control. Their implementation requires frameworks grounded in neurorights and strict protections for mental privacy.
Copyright (c) 2025 Carlos Quedas Campoy, Amanda Maria Rabelo Souza, Cleide Izidoro, Raul Emanuel Scanavino (Author) https://creativecommons.org/licenses/by/4.0
The use of neurotechnologies at work: surveillance, productivity and labor rights
Introduction: Neurotechnologies have expanded their field of application beyond the clinical field, being progressively incorporated into work environments as part of digitalization and data-based management processes. These technologies allow cognitive variables to be monitored, which generates expectations of improvement in productivity, but also ethical and legal concerns related to labor surveillance, cognitive privacy, and workers' rights. Methodology: The research was developed under a qualitative, descriptive and interpretative approach, using thematic analysis. The sample was intentional and defined by theoretical saturation, including professionals linked to labor management, labor law specialists, and workers with experience in environments with technological monitoring. Semi-structured interviews and documentary analysis were used, applying criteria of qualitative rigor such as triangulation and validation by experts. Results: The results show ambivalent perceptions about the use of neurotechnologies in the workplace. These are accepted when associated with security and error prevention, but generate resistance when used to evaluate individual performance. Neurocognitive surveillance is perceived as highly intrusive, affecting autonomy, increasing work stress and evidencing conditional consent and regulatory gaps. Discussion: The findings confirm that neurosurveillance intensifies the tensions inherent in traditional electronic monitoring, deepening debates about cognitive privacy and organizational control. Conclusions: It is concluded that the use of neurotechnologies at work requires clear ethical and regulatory frameworks that protect labor rights and avoid the normalization of cognitive control.
Copyright (c) 2025 Erika María Gálvez Rogel, Rosa Mercedes Alvarado Galarza (Author) https://creativecommons.org/licenses/by/4.0
The use of brain-computer interfaces in education: potential and risks
Introduction: Higher education faces a convergence between neuroscience and artificial intelligence. In this framework, brain-computer interfaces (BCIs) promise personalization, real-time feedback, and inclusion, but they raise dilemmas about mental privacy and neurodata governance. Method: Quantitative, non-experimental and cross-sectional study with 80 participants (40 teachers, 40 students) from the areas of education, health and engineering. An Osgood semantic differential questionnaire (20 bipolar pairs; scale 1–7) was applied in four dimensions: educational potential, usability/adoption, pedagogical integration, and perceived risks. Descriptive statistics, Student's t and Pearson's correlation were used. Results: The means in potential, usability and integration were between 5.5 and 6.4, revealing high pedagogical evaluation. Risk perception was moderate (teachers 3.2; students 3.8). The student group showed slightly higher overall scores. A negative correlation was observed between educational potential and perceived risk, indicating that greater technological trust is associated with less ethical threat. Conclusions: BCIs are viable for adaptive learning and inclusion, but their adoption requires neurodigital governance, mental privacy safeguarding, consent protocols, and teacher training in neuroethics and neurodigital literacy. Clear institutional policies that articulate innovation and cognitive rights are recommended for responsible implementation in higher education.
Copyright (c) 2025 Wilson Ángel Gutiérrez Rodríguez, Graciela Mamani Torres, Javier Mamani Acarapi (Author) https://creativecommons.org/licenses/by/4.0
Introduction: Neurotourism integrates intelligent technologies to personalize experiences, but poses tensions between innovation and protection of cognitive privacy in high-flow destinations such as Galapagos. Methodology: A mixed descriptive-correlational and phenomenological approach was used. The quantitative sample was composed of 230 national and international tourists, surveyed using a validated Likert scale (Cronbach's alpha = 0.82). In addition, 2 tourism companies were interviewed, triangulating their speeches with the survey data and the theoretical framework. Results: 48 % of tourists agreed or strongly agreed with the use of neurodata, while only 28.3 % perceived adequate protection of cognitive privacy. Companies use digital tools and basic biometrics, but they do not use formal neurodata or have specific protocols. Discussion: The combination of high acceptance and low trust confirms a gap between the attractiveness of personalization and the absence of clear ethical guarantees, in line with studies on smart tourism and big data. Conclusions: Neurotourism has potential in consolidated destinations, but requires explicit policies of consent, anonymization and transparency, as well as regulatory guidelines on cognitive privacy that strengthen visitor trust.
Copyright (c) 2025 Freddy Leonardo Garaicoa Fuentes (Author) https://creativecommons.org/licenses/by/4.0
Chile and the neurodiverse rights law: lessons for teacher training in Latin America
Introduction Law 21.383, enacted in Chile in 2021, is a global milestone in recognizing neurorights as a constitutional principle, aimed at protecting mental integrity against the use of neurotechnologies. This legal framework, supported by international initiatives such as the NeuroRights Initiative, poses challenges for higher education, where teacher training must integrate the ethical, cognitive and normative understanding of these technologies in a Latin American context marked by digital divides and scarce neuroethical institutionalization. Method A mixed sequential explanatory design was developed with a stratified sample of 126 university professors belonging to five Chilean institutions. A 20-item Likert questionnaire (α = .89; KMO = .81; p < .001) and 15 semi-structured interviews were conducted, coded by inductive thematic analysis. Quantitative data were analyzed with ANOVA and post hoc tests. Results 72% of teachers are aware of the existence of Law 21,383, but only 28% have addressed its content in training spaces. Significant inter-university differences were recorded (p < .05) and a positive correlation between experience and ethical disposition (r = .62; p < .01). Qualitatively, demands for institutional guidelines, neuroethical literacy and interdisciplinary integration emerged. Conclusions The educational implementation of Law 21.383 requires strengthening teacher neuroethics training, institutionalizing cognitive governance, and articulating regional frameworks that allow the Chilean model to be adapted to other Latin American contexts.
Copyright (c) 2025 Ricardo Arturo Ardiles Bahí (Author) https://creativecommons.org/licenses/by/4.0
Data Analysis in Educational Communication: How Audiovisual Stimuli Influence Retention and Comprehension in University Students
Introduction: In virtual learning environments, audiovisual stimuli have become a key resource for enhancing comprehension and content retention. However, the influence of such stimuli on students' neurocognitive processes varies according to their academic background, digital experience, and level of multimedia literacy. This study examines how university students process audiovisual materials through neurodata indicators, focusing on visual attention, cognitive load, and emotional engagement. Objective: To analyse the influence of audiovisual stimuli on content retention and comprehension based on neurodata indicators in students enrolled in the Online Basic Education and Online Social Communication programmes at Universidad Estatal de Milagro (UNEMI). Methodology: A mixed-methods approach was employed, with quantitative predominance and a non-experimental, ex post facto, cross-sectional and synchronous design. A total of 80 students participated, selected through non-probabilistic convenience sampling. Three instruments were applied: a retention test (10 items), a comprehension test (8 items), and a simulated neurodata register assessing visual attention, cognitive load, and emotional engagement. Descriptive statistics, Student’s t-test, Pearson correlation and ANOVA were used for data analysis. Results: Students in the Social Communication group achieved higher retention (M = 8.1) and comprehension scores (M = 7.9) compared with those in Basic Education (M = 7.4 and M = 7.1, respectively). They also demonstrated higher visual attention (4.3) and cognitive engagement (4.2). Cognitive load was greater in the Basic Education group (3.7). Significant correlations were found between attention and retention (r = 0.62; p < 0.001) and between engagement and comprehension (r = 0.57; p < 0.01). Image–audio synchrony and visual coherence showed significant effects on comprehension and retention. Conclusions: Audiovisual stimuli influence students’ neurocognitive processes in differentiated ways according to their academic profiles. Prior experience with multimedia content, sustained visual attention, and emotional engagement contribute to improved retention and comprehension. Cognitive load emerges as a critical factor in virtual learning. These findings highlight the importance of designing audiovisual resources based on multimedia cognition principles and adapting them to learners’ characteristics.
Copyright (c) 2025 Verónica Annabel Estrella Romero, Luis David Bastidas González, Daniel Alejandro Rodríguez Estrella (Author) https://creativecommons.org/licenses/by/4.0
Cognitive privacy and brain data protection: responsibilities of university teaching staff
This study analyzes university faculty’s perceptions, knowledge, and responsibilities regarding cognitive privacy and the protection of brain data in the context of digital higher education. Using a mixed exploratory–descriptive approach, surveys and interviews were administered to forty-five instructors from different disciplines to identify levels of neuroethical literacy and ethical attitudes toward the use of educational neurotechnologies. Findings show that most participants have a medium level of knowledge about neurorights, demonstrating interest and commitment but with conceptual limitations and limited specialized training. A positive correlation was found between neuroethical knowledge and perceived professional responsibility, suggesting that training in this field strengthens ethical conduct in the face of risks related to neurosurveillance and cognitive manipulation. Qualitatively, categories such as cognitive responsibility, mental surveillance, neuroethical training, and autonomy of thought emerged, reflecting faculty concern for protecting the mind as an inviolable space of freedom and learning. The study concludes that universities should incorporate neuroprotection into institutional policies and ongoing faculty development, promoting an educational culture that balances technological innovation with the defense of cognitive dignity and digital ethics.
Copyright (c) 2025 Freddy Leonardo Garaicoa Fuentes, Carlos Leonidas Yance Carvajal, Jorge Carlos Morgan Medina (Author) https://creativecommons.org/licenses/by/4.0
Neurotechnologies and higher learning: from the lab to the classroom
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.
Copyright (c) 2025 Priscila Valeria Peñafiel Villavicencio, Rubén Trejo Lozano, Yolanda Lorena Paredes Andrade, Francisco Jesús Vieyra González (Author) https://creativecommons.org/licenses/by/4.0
Neuroethics and International Regulatory Frameworks: What University Educators Need to Know
The study analyzes the presence and understanding of neuroethics in higher education in the face of the advance of neurotechnologies and artificial intelligence. A research with a mixed approach and qualitative predominance was developed, based on a non-experimental and cross-sectional design. Forty university professors from Ecuador, Peru and Mexico participated, selected for their experience in educational innovation and university training. The research was structured in a documentary phase, which included a systematic review of academic literature and international regulatory frameworks, and an empirical phase, composed of questionnaires and semi-structured interviews. The results reveal that most of the teachers have an intermediate knowledge of the fundamentals of neuroethics and international regulatory frameworks, although there is a group with limited understanding and another small group with advanced proficiency. A widespread interest in incorporating neuroethics in teacher training and a positive disposition towards training in applied ethics, neurorights and technological governance were identified. The interviews reflected agreement on the need to create institutional policies and specialized committees that guide the responsible use of artificial intelligence and neurotechnologies. Overall, the findings demonstrate that neuroethics is configured as an essential axis to strengthen professional responsibility and academic integrity in contemporary higher education.
Copyright (c) 2025 Jorge Carlos Morgan Medina, Miguel Alberto Montañez Romero (Author) https://creativecommons.org/licenses/by/4.0
Neurorights and Teaching Ethics: A new horizon for higher education
This study analyzes university teachers’ ethical perceptions and practices regarding neuro-rights within higher education, emphasizing neuroeducation as an innovative and humanistic approach. Based on a mixed-methods design with a descriptive predominance, forty teachers from the State University of Milagro (UNEMI) participated through Likert-scale questionnaires and semi-structured interviews. Quantitative findings revealed medium and high levels of knowledge about neuro-rights, although their practical implementation remains limited. Most participants showed a strong personal ethical commitment in the use of digital resources but highlighted the lack of institutional guidelines on neuroethics and cognitive data protection. Qualitative evidence complemented these tendencies, emphasizing the need for continuous training in neuroeducation and professional ethics. Triangulation of results led to the conclusion that integrating neuroscience, pedagogy, and ethics is an effective strategy to strengthen university teaching, provided it is grounded in robust ethical and regulatory principles. The study underscores the urgency of promoting educational policies that respect cognitive autonomy and mental diversity, thereby consolidating a neuroethical culture that fosters innovation, social responsibility, and sustainable human development in higher education.
Copyright (c) 2025 Karla Andrea Paredes Rosado, Karen Johanna Rodríguez Flores (Author) https://creativecommons.org/licenses/by/4.0
Brain-computer interfaces in university education: pedagogical possibilities and ethical dilemmas
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.
Copyright (c) 2025 Verónica Annabel Estrella Romero, Antonio Clarencio Guzmán Ramírez, Eber Apaza Zapana, Katherine Belén Quinaluisa Narváez (Author) https://creativecommons.org/licenses/by/4.0
Cognitive and neural mechanisms linking musical training to verbal fluency: a multimodal review
This study explores the interaction between musical training, language processing, and neurotechnology, emphasizing the cognitive and neural mechanisms involved in verbal fluency. Through an analytical and interpretive qualitative review, scientific literature was examined to understand how musical experience enhances linguistic abilities—particularly semantic, phonological, and grammatical fluency—and how emerging neurotechnologies allow these effects to be measured and modulated. Evidence from neuroimaging, electrophysiology, and neuromodulation indicates that musical practice strengthens auditory discrimination, executive functions, and memory systems that support lexical retrieval. Likewise, the use of EEG, fMRI, BCIs and tDCS has contributed to identifying shared neural networks between music and language, as well as the plastic changes resulting from musical exposure or targeted interventions. The findings suggest that musical training produces transfer effects on core language skills and highlight the potential of technologically assisted music-based therapies for clinical populations with deficits in speech, cognition, or post-stroke language recovery.
Copyright (c) 2024 Javier González-Argote, Jhossmar Cristians Auza-Santivañez, Andrew Alberto López Sánchez (Author) https://creativecommons.org/licenses/by/4.0
Musical plasticity and language skills: recent evidence from cognitive, neurotechnological, and clinical perspectives
This study investigates how musical training enhances verbal fluency by integrating cognitive, linguistic, and neuroscientific evidence. Through a multimodal review of recent literature, it describes the mechanisms linking musical practice to improvements in auditory discrimination, phonological memory, executive control, and lexical retrieval. The analysis also highlights the contribution of technologies such as EEG, fMRI, tDCS, and brain–computer interfaces, which reveal shared neural networks between music and language and characterize neuroplastic changes driven by musical experience. Findings show that music strengthens essential linguistic skills and supports clinical interventions for populations with aphasia, cognitive decline, or neurodevelopmental disorders. Overall, musical training and neurotechnology emerge as complementary tools for enhancing language abilities and promoting neurocognitive rehabilitation.
Copyright (c) 2024 Emanuel Maldonado, Karina Maldonado (Author) https://creativecommons.org/licenses/by/4.0
Neurotechnologies in pedagogical training: opportunities and risks for higher education
Introduction: The study analyzes the impact of neurotechnologies on university pedagogical training, highlighting their influence on the personalization of learning and the ethical challenges it poses. The convergence between neuroscience, artificial intelligence and higher education has transformed teaching practices through tools such as brain-computer interfaces, EEG systems and neuroimaging applied to the classroom. Method: A mixed approach with systematic review was employed under the PRISMA 2020 guidelines, examining 26 articles indexed in Scopus (2017–2024) on neuroeducation, teacher training, and ethics. The data were analyzed using bibliometric techniques and thematic coding with the ATLAS.ti v9 software, ensuring validity and theoretical triangulation. Results: 85% of the studies reviewed report improvements in attention and personalization of learning, while 78% highlight the development of critical thinking and cognitive skills. However, 70% warn of risks associated with the violation of mental privacy, technological dependence and the manipulation of neural data. Only 25% of universities include training in neuroethics, evidencing a significant gap in teacher training. Conclusions: Neurotechnologies represent an opportunity to modernize teaching and foster pedagogical innovation based on scientific evidence. However, its implementation requires regulatory frameworks, neurodata protection protocols, and ethical training. Its responsible adoption must guarantee neurorights, mental dignity and cognitive autonomy, promoting a more critical, inclusive and humanistic education.
Copyright (c) 2024 Sonia Del Pilar Román Medina, Carolina Rodríguez Morales, Andrea Fernanda Pazmiño Arcos, Sanddy Janeth Coral Padilla (Author) https://creativecommons.org/licenses/by/4.0
Business Neuromanagement: Brain Technology and Work Performance Optimization
Introduction: It was analyzed how attention and neurophysiological activation explain advertising effectiveness in digital environments. The approach is based on the convergence between neuroscience and marketing (EEG, fMRI, eye-tracking and galvanic response), given the limitations of self-reporting to capture rapid and unconscious processes of attention and emotion. Hypotheses were raised about the positive relationship between attention/emotion and memory, intention and attitude, as well as differences by format (video vs. image). Method: Quantitative, non-experimental, cross-sectional and correlational study. Convenience sample of 120 consumers (18–45 years old). Portable EEG was recorded for attention and emotion indices; then, a Likert questionnaire (12 items) of recall, intention and attitude. Procedure: individual exposure to 6 advertisements (3 videos, 3 images) of 30 s with pauses. Analysis in SPSS v28: descriptive, Pearson and ANOVA (p < .05). Results: Videos outperformed images in attention, emotion, recall, intention, and attitude (gaps ~1.1–1.6 points). Positive correlations: attention, ↔ recall/attitude; emotion ↔ intention. Scatter plots showed ascending linear trends; ANOVA indicated significant differences by format. Conclusions: Applied neuroscience enhances the prediction of advertising effectiveness and guides the design of more effective audiovisual messages. Its use requires neuroethics, transparency and protection of mental privacy. It is recommended to expand samples, compare cultural contexts, and explore longitudinal designs to strengthen generalization and the balance between innovation and cognitive autonomy.
Copyright (c) 2024 Guillermo Alejandro Zaragoza Alvarado (Author) https://creativecommons.org/licenses/by/4.0
The relationship between neuroscience, advertising and consumer manipulation
Introduction: The study analyzes the influence of neuroscience on advertising strategies and its impact on consumer behavior. It examines how neuromarketing techniques, based on sensory and emotional stimuli, manage to capture unconscious attention and condition purchasing decisions, generating an ethical debate on manipulation and cognitive autonomy. Method: A qualitative approach with an exploratory design was applied, through semi-structured interviews with fifteen randomly selected consumers in face-to-face and digital environments. The questions addressed perceptions about sensory advertising, emotional reactions and ethical limits of neuromarketing. The information was analyzed in an interpretative way, identifying coincidences, contrasts and common meanings. Results: The responses showed that advertisements with visual, auditory and emotional components provoke immediate recall and desire to buy. However, most of the participants said they felt vulnerable to the excessive personalization of messages and acknowledged having made impulse purchases. Categories such as induced emotion, unconscious attention, purchase impulse, brand identification and perception of manipulation emerged, revealing an ambivalent relationship between pleasure and distrust towards current advertising. Conclusions: neuroscience applied to advertising enhances communicative effectiveness, but also poses ethical dilemmas about the consumer's mental freedom. It is concluded that critical training, business transparency and the development of a neuroethics of consumption are essential to balance innovation and respect for individual autonomy in the contemporary commercial environment.
Copyright (c) 2024 Luis Germán Sánchez Méndez, Teresa del Carmen Cabrera Gómez (Author) https://creativecommons.org/licenses/by/4.0