Neurocognitive and Emotional Parameters in Learning and Educational Process

Neuroeducation is becoming increasingly popular in scientific circles and in society today. The unquestionable importance of neuroscience in education has been underlined by international organizations such as the Society for Neuroscience. Neuroeducation has emerged as a branch of neuroscience in the last decade, with the primary goal of interdisciplinary training of teachers that combines research and educational practices to include scientists and educators in order to contribute to the learning process, educational process, and overall human development. The purpose of this paper is to investigate the relationship between cognitive neuroscience and learning and the educational process by presenting and analyzing recent research data gathered from studies over the previous decade following a systematic review. The research was gathered using databases (Scopus, Elsevier, Pubmed) and then categorized and organized using the following criteria: a) keywords utilized, b) age category of students, and c) level of education of participants. The neurocognitive parameters (perception, attention, memory, and executive functions) were studied and analyzed first; followed by emotional parameters/ descriptors (emotional function); and finally the relationship between the two main categories of parameters and the educational process and learning in general. The findings of this study show the need of integrating neurosciences into primary and secondary school curriculum to improve students' academic performance as well as their emotional adequacy/stability and intelligence through improved regulation of negative expression of emotions (stress, poor self-esteem) and improvement of their empathy and social skills. In the paradigm of the Greek educational system are the recent implementation of sex education in primary and secondary schools and the adjunction of social workers and school psychologists in Greek schools’ staff. At the same time, the findings of this systematic analysis highlight the need for increased educational community understanding of neuroscience issues, which, if implemented, might considerably contribute to the adoption of novel learning strategies to improve the educational process.