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    Neuroeducation and the influence of AI on early childhood education: A systematic review
    (2026)
    Burbano Enriquez, Betty Paulina  
    ;
    Moncayo, Hugo  
    ;
    Andrea Andrade-Zuleta
    Neuroeducation integrates knowledge from neuroscience, psychology, and pedagogy to inform evidence-based teaching strategies, especially during early childhood—a stage of heightened brain plasticity and foundational learning. Concurrently, artificial intelligence (AI) offers adaptive and personalized tools that can support neurocognitive development through data-driven educational interventions. This systematic review examines the empirical convergence between neuroeducation and AI in early childhood education, analyzing how AI-enabled tools reflect and apply neuroeducational principles. The review followed the PRISMA protocol to ensure methodological rigor. A total of 735 records were initially identified across five major databases (Scopus, Web of Science, PubMed, PsycINFO, and Elsevier). After applying strict inclusion and exclusion criteria, 18 peer-reviewed studies published between 2020 and 2025 were selected for final analysis. Each study was classified according to a four-part taxonomy of AI interaction modalities: embodied robots, screen-based systems, voice-only interfaces, and multimodal environments. The findings reveal that AI-supported interventions can enhance executive functions, cognitive flexibility, attention regulation, and socioemotional development when designed in alignment with neurodevelopmental needs. Embodied and multimodal AI systems demonstrated effectiveness in fostering engagement, interaction, and social cognition, while screen-based and voice-only systems proved useful for cognitive and linguistic skills. Ethical challenges were also identified, including privacy concerns, emotional dependency, equity of access, and developmental appropriateness. This study highlights that the integration of AI and neuroeducation requires careful interdisciplinary collaboration among educators, technologists, and policymakers. Beyond summarizing current evidence, the review underscores the importance of adopting developmentally appropriate practices, ensuring ethical safeguards, and fostering teacher training in AI-informed pedagogy. By synthesizing empirical research, this work provides a conceptual and practical foundation for advancing early childhood education through a neuroeducational framework enriched by AI technologies.
      14
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    Analyzing barriers to the effective implementation of technological tools in inclusive education: a scoping review
    (2025)
    Humberto Murillo-Jiménez
    ;
    Marco Centeno-Alarcón
    ;
    Buele, Jorge  
    ;
    Francisco Yumbla
    Introduction: Digital accessibility and inclusive pedagogy are central to achieving equitable education systems worldwide. Yet, the integration of technological tools for students with disabilities remains inconsistent, often limited to fragmented initiatives without long-term institutional or policy support. Understanding the structural barriers that constrain digital inclusion is crucial for transforming technology into an enabler of educational equity rather than a source of further exclusion. Methods: This study conducted a scoping review following PRISMA-ScR guidelines to identify and analyze barriers affecting the implementation of educational technologies in inclusive education. A systematic search across six databases (ERIC, Scopus, ACM Digital Library, EBSCOhost, Wiley Online Library, and Web of Science) yielded nine primary studies published between 2015 and 2025. Data were thematically synthesized through inductive–deductive coding to identify recurring structural, pedagogical, and policy patterns. Results: The findings reveal persistent deficits in teacher training and digital competence, technological and infrastructural limitations, economic constraints, and weak enforcement of inclusion policies. Additionally, attitudinal barriers, including low expectations toward students with disabilities and limited institutional accountability, hinder sustainable progress. Positive factors, such as teacher initiative, institutional commitment, and universal design-based practices, partially mitigate these challenges, demonstrating the potential of inclusive technologies when supported by coherent policy and training structures. Conclusion: Ensuring genuine digital inclusion requires embedding accessibility and universal design as structural components of education systems. Sustainable progress depends on coordinated governance, investment, and professional development that bridge the gap between policy and classroom practice. Registration: This review was registered in Open Science Framework: 10.17605/OSF.IO/T5K7Y. Copyright © 2025 Murillo-Jiménez, Centeno-Alarcón, Buele and Yumbla.
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    Validating Narrative in Educational Videos: A Practical Analysis Tool
    (2024)
    Cobos, Miguel  
    This study presents the development and validation of a practical tool for evaluating narrative elements in educational videos. Based on previous research on narrative analysis and its application in educational contexts, we developed an Excel tool that allows educators to systematically evaluate the narrative structure of videos before using them as educational resources. The tool incorporates key elements such as audiovisual narrative, dramatic structure, narrative flow, and other factors that affect comprehension, and generates automatic reports with recommendations. The validation process involved 30 participants from the educational field, including professors and education students. The results showed high acceptance rates, with more than 90% positive evaluation on usability, functionality and usefulness of the automated reports. This tool represents a significant contribution to the field of educational technology, providing educators with a practical means to select and validate educational videos based on their narrative effectiveness.
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