Neuroeducation as a Pillar of Inclusion: The Application of Cognitive Science in Inclusive Pedagogy
Journal
Lecture Notes in Networks and Systems
Proceedings of the Future Technologies Conference (FTC) 2025, Volume 4
ISSN
2367-3370
2367-3389
Date Issued
2026
Type
book-chapter
Abstract
Neuroeducation, as an emerging discipline, builds a bridge between advances in cognitive science and inclusive pedagogical practice. This study presents a critical review of recent literature aimed at analyzing how principles such as neuroplasticity, multisensory learning, Universal Design for Learning (UDL), and the integration of assistive technologies can optimize educational environments through an evidence-based neuroeducational approach. The study emphasizes the role of inclusive education in addressing educational diversity, highlighting the value of cognitive science in understanding individual learning profiles. Additionally, the roles of explainable artificial intelligence (XAI) and human-centered computing are examined as catalysts for personalizing instruction according to students’ cognitive and emotional profiles. A qualitative methodology with thematic analysis was adopted, focusing on identifying structural barriers and techno-pedagogical opportunities to promote inclusive digital education. The findings emphasize the need to redesign teacher training, incorporate cognitive differentiation strategies, and harness the potential of assistive technology and UDL frameworks to support inclusive learning. This study aligns with emerging research areas such as educational artificial intelligence, natural language processing, and personalized learning, thus contributing to the current debate on equity and educational transformation in hybrid and virtual learning environments.