DEVELOPMENTAL NEUROSCIENCE APPLIED TO PEDAGOGICAL PRACTICES: EVIDENCE, LIMITS, AND PRINCIPLES FOR RESPONSIBLE TRANSLATION

Abstract

This article examines how developmental neuroscience can inform pedagogical practices without collapsing education into purely biological explanations, by integrating core concepts of neurodevelopment, neural plasticity, executive functions, and affective-motivational bases of engagement, while also clarifying what counts as evidence, addressing persistent neuromyths in educational settings, and proposing principles for responsible translation into didactic planning, teacher mediation, and formative assessment, with particular attention to stress, sleep, nutrition, and classroom relationships as contextual variables that modulate learning and self-regulation across childhood and adolescence.