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ABSTRACT This study systematically examines the field of Brain‐Inspired Learning, which is developing at the intersection of neuroscience and artificial intelligence within an educational context. A total of 404 articles published in Web of Science between 1992 and 2025 were analysed bibliometrically using the PRISMA framework. The findings demonstrate a marked increase, particularly in publications subsequent to 2008 and a strengthening of interdisciplinary interest. Thematic clusters were identified as the integration of cognitive neuroscience into education, interventions for learning difficulties, debunking neuro‐myths and teachers' professional development. In this vein, the study develops the Neuro‐Artificial Intelligence and Brain‐Inspired Learning Model (NBILM), which combines psychopedagogical variables such as attention, working memory, motivation and cognitive load with neurophysiological data. The model facilitates personalised learning through real‐time neurophysiological monitoring and AI‐adaptive content design, while promoting evidence‐based teaching by enhancing neuroscience literacy.
Uyanık et al. (Wed,) studied this question.