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In Event: Roundtable Session (Monday I)
In Refereed Round-Table Session: Neuroscience and education: Addressing the global learning crisis
Education is integral to the UN four pillars of sustainability: inclusive social development, inclusive economic development, peace and security, and environmental sustainability. However, there are important world-related challenges and tensions that place the Education 2030 Agenda at risk. Nonetheless, “new knowledge horizons” are being considered in order to help address these challenges and adverse circumstances, and it´s not a surprise that advances in neuroscience are included. In fact, there is general agreement that developments in neuroscience are increasingly attracting the interest of those in the education community seeking to better understand the interactions between biological processes and human learning.
Teachers are among the best cognitive enhancers in the world, changing students’ brains on a daily basis, to acquire literacy, numeracy, and reasoning skills. Chiefly for this reason, the classroom has been identified as a suitable setting for interventions based on neuroscience findings aimed at enhancing the learning potential of typically and atypical developing learners. Here, a school-based program focused on neurocognitive development is presented as an opportunity to bridge the gap between neuroscience findings and education policies and practices. This affirmation is supported by the key features of this approach: using the classroom as the best setting for developing neurocognitive interventions, intensive use of ICT facilities, teacher training in neuroscience and ICT, and the promotion of an inclusive intervention that is theoretically-guided and reinforced by evidence.