Enhancing Cognitive Independence and Creativity in Higher Education Through Neuroeducation: An Empirical Study
Keywords:
Cognitive Autonomy, Creativity, Higher Education, Neurodidactics, Neuroeducation
Abstract
Purpose of the study: The research aims to empirically examine the effectiveness of integrating neuroeducation into higher education by analyzing how an integrated neurodidactic model enhances students’ cognitive independence and creativity within technology-enhanced learning environments
Methodology: The methodological underpinning was the system-activity approach. A quasi-experimental pre-test/post-test control group design was employed to assess the effectiveness of the neurodidactic intervention.Among the employed methodologies were questionnaires utilizing the MSLQ scale, creativity assessments developed by D. Johnson, S. Mednick, and E. Torrance, the expert evaluation method, as well as statistical analysis, including the Mann–Whitney U-test and Spearman’s coefficient.
Main Findings: A total of 294 students participated in the pedagogical experiment, with 147 assigned to the control group and 147 to the experimental group. The findings revealed that the expert assessment of creativity in the experimental group (EG) averaged 26.32 points, compared to 22.60 points in the control group (CG); regarding the motivational criterion, the EG scored 4.1, while the CG scored 3.4. A marked enhancement in the measures of independence and creativity was observed within the experimental group. These improvements were statistically significant and confirmed the effectiveness of the neurodidactic intervention compared with traditional instruction.
Novelty/Originality of this study: The scientific novelty of the study lies in the empirical validation of an integrated neurodidactic model that systematically combines multiple cognitively grounded strategies within higher education. Unlike previous studies focusing on isolated neuroeducational techniques, this research demonstrates simultaneous improvements in cognitive independence and creativity through a technology-enhanced learning framework.
References
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[3] M. M. Hardiman, and R. M. JohnBull, “Exploring changes in teacher self-efficacy through neuroeducation professional development,” The Teacher Educator, vol. 59, no. 2, pp. 175–195, 2023. doi: 10.1080/08878730.2023.2214555.
[4] L. Elouafi, V. Ait Abdellah, and M. Janah, “Progress report in neuroscience and education: Experiment of four neuropedagogical methods,” Education Sciences, vol. 11, no. 7, pp. 373, 2021. doi: 10.3390/educsci11080373.
[5] J. A. Barán Vinces, F. F. Ponce Vera, and J. M. Zambrano Acosta, “Neuroeducation, mediation applied to comprehensive human development from a university context,” Revista de Filosofía, vol. 38, no. 97, pp. 428–439, 2022. doi: 10.5281/zenodo.4891872.
[6] S. Huangal-Scheineder, J. Cieza-Sánchez, M. Diaz-Paredes, M. Arriaga-Delgado, and A. Marchena-Tafur, “Neuroeducation and impact on higher education: a systematic review,” International Journal of Evaluation and Research in Education, vol. 13, no. 6, art. 29170, 2024. doi: 10.11591/ijere.v13i6.29170.
[7] G. Leisman, “Neuroscience in education: A bridge too far or one that has yet to be built,” Brain Sciencespubmed, vol. 13, no. 1, pp. 40, 2023. doi: 10.3390/brainsci13010040.
[8] H. Goldberg, “Growing brains, nurturing minds-neuroscience as an educational tool to support students’ development as life-long learners,” Brain Sciences, vol. 12, no. 12, art. 1622, 2022. doi: 10.3390/brainsci12121622.
[9] E. Gkintoni, I. Dimakos, C. Halkiopoulos, and H. Antonopoulou, “Contributions of neuroscience to educational praxis: A systematic review,” Emerging Science Journal, vol. 7, Special Issue, pp. 146–158, 2023. doi: 10.28991/ESJ-2023-SIED2-012.
[10] K. Pradeep, R. S. Anbalagan, A. P. Thangavelu, S. Aswathy, and V. G. Jisha, “Neuroeducation: Understanding neural dynamics in learning and teaching,” Frontiers in Education, vol. 9, pp. 1437418, 2024. doi: 10.3389/feduc.2024.1437418.
[11] J. A. Lopata, N. Barr, M. Slayton, and P. Seli, “Dual-modes of creative thought in the classroom: Implications of network neuroscience for creativity education,” Translational Issues in Psychological Science, vol. 8, no. 1, pp. 74–88, 2022. doi: 10.1037/tps0000317.
[12] Dietrich and S. Zakka, “Education, neuroscience, and types of creativity,” Future in Educational Research, vol. 1, no. 1, pp. 63–71, 2023. doi: 10.1002/fer3.7.
[13] M. Shumylo, I. Rassokha, O. Bieliaieva, and V. V. Petrovskyi, “Creativity as an essential aspect in medical education,” Creativity Studies, vol. 15, no. 1, pp. 179–192, 2022. doi: 10.3846/cs.2022.13320.
[14] C. A. Yaya Copaja and J. R. Egoavil Vera, “Neuroeducation strategies that promote participation in the classroom: A belief from the experience of university students in Peru,” Edelweiss Applied Science and Technology, vol. 9, no. 1, pp. 1173–1181, 2025. doi: 10.55214/25768484.v9i1.4367.
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[16] G. Wilcox, A. R. Barbre, S. Owens, and K. Quigley, “Impact of educational neuroscience teacher professional development: Perceptions of school personnel,” Frontiers in Education, vol. 7, art. 912827, 2022. doi: 10.3389/feduc.2022.912827.
[17] S. Mystakidis, A. Christopoulos, M. Fragkaki, and K. Dimitropoulos, “Online professional development on educational neuroscience in higher education based on design thinking,” Information, vol. 14, no. 7, art. 382, 2023. doi: 10.3390/info14070382.
[18] V. Bhargava, and V. Ramadas, “Implications of neuroscience/neuroeducation in the field of education to enhance the learning outcomes of the students,” Journal of Positive School Psychology, vol. 6, no. 6, pp. 6502–6510, 2022. Available in: https://journalppw.com/index.php/jpsp/article/view/8636 (22.11.2025).
[19] F. García-Valdecasas, I. Martínez Sánchez, D. González González, and J. Álvarez Rodríguez, “Role of neurodidactics in teacher professionalization for online teaching in higher education,” Texto Livre: Linguagem e Tecnologia, vol. 15, art. e40505, 2022. doi: 10.35699/1983-3652.2022.40505.
[20] O. Kruhlii, M. Zhulinska, L. Levytska, H. Shevtsiv, N. Pechko, and V. Tynnyi, “Neurodidactic Aspects of Teaching Adults Foreign Languages,” BRAIN. Broad Research in Artificial Intelligence and Neuroscience, vol. 14, no. 4, pp. 199–211, 2023. doi: 10.18662/brain/14.4/500.
[21] Y. Ishchenko, D. Hubarieva, I. Soroka, D. Usyk, and L. Chemonina, “Emotional education as a means of developing social competence in primary school students in wartime,” International Electronic Journal of Elementary Education, vol. 17, no. 1, pp. 1–13, 2024. doi: 10.26822/iejee.2024.359.
[22] S. Yermakova, O. Ivanova, O. Horytska, V. Polishchuk, T. Polukhtovych, and T. Vivcharenko, “Influence of the neuro-educational environment on one’s socialization under total digitalization,” BRAIN. Broad Research in Artificial Intelligence and Neuroscience, vol. 14, no. 4, pp. 593–611, 2023. doi: 10.18662/brain/14.4/523.
[23] V. Volkotrubova, and E. Zh. Zhoomartova, “Psychological and pedagogical aspects of the formation of cognitive independence of the Central Asian youth (Silk Road countries’ experience),” BIO Web of Conferences, vol. 120, pp. 01015, 2024. doi: 10.1051/bioconf/202412001015.
[24] A. Motukeeva, A. Azhibaeva, D. Kulbachaev, Zh. Abdyrakunova, and M. Toloev, “Formation of creative thinking among students in the digital educational environment,” E-Learning and Digital Media, 2024. doi: 10.1177/20427530241307671.
[25] K. E. Williams, T. Burr, L. L’Estrange, and K. Walsh, “Early childhood educators’ use of neuroscience: Knowledge, attitudes, self-efficacy and professional learning,” Trends in Neuroscience and Education, vol. 38, art. 100247, 2025. doi: 10.1016/j.tine.2025.100247.
[26] M. Caballero, and V. J. Llorent, “The effects of a teacher training program on neuroeducation in improving reading, mathematical, social, emotional and moral competencies of secondary school students: A two-year quasi-experimental study,” Revista de Psicodidáctica, vol. 27, no. 3, pp. 211–219, 2022. doi: 10.1016/j.psicoe.2022.04.002.
[27] P. B. Mello-Carpes, A. P. da Silva, K. A. da Silva, and J. G. Argenta, “Physiology faculty and student contributions to schoolteacher training in neuroscience: Innovations during the COVID-19 pandemic,” Advances in Physiology Education, vol. 46, no. 4, pp. 606–614, 2022. doi: 10.1152/advan.00045.2022.
[28] G. Şişman, D. Demirbulak, and A. Yılmaz Virlan, “The prevalence of neuromyths among K-12 English language teachers,” European Journal of Education, vol. 60, no. 2, art. e70070, 2025. doi: 10.1111/ejed.70070.
[29] S. Rahimi, and V. J. Shute, “First inspire, then instruct to improve students’ creativity,” Computers & Education, vol. 174, art. 104312, 2021. doi: 10.1016/j.compedu.2021.104312.
[30] Z. Zaremohzzabieh, S. Ahrari, H. Abdullah, R. Abdullah, and W. A. Mohd Zal, “Effects of educational technology intervention on creative thinking in educational settings: A meta-analysis,” Interactive Technology and Smart Education, vol. 22, no. 2, pp. 179–198, 2024. doi: 10.1108/itse-11-2023-0224.
[31] Z. Zhan, X. Yao, and T. Li, “Effects of association interventions on students’ creative thinking, aptitude, empathy, and design scheme in a STEAM course: Considering remote and close association,” International Journal of Technology and Design Education, vol. 33, no. 4, pp. 1773–1795, 2023. doi: 10.1007/s10798-022-09801-x.
[32] A.-M. Cazan, “An intervention study for the development of self-regulated learning skills,” Current Psychology, vol. 41, no. 1, pp. 6406–6423, 2022. doi: 10.1007/s12144-020-01136-x.
[33] S. M. Galal, D. Vyas, M. Ndung’u, G. Wu, and M. Webber, “Assessing learner engagement and the impact on academic performance within a virtual learning environment,” Pharmacy (Basel), vol. 11, no. 1, art. 36, 2023. doi: 10.3390/pharmacy11010036.
[34] J. Privitera, “A scoping review of research on neuroscience training for teachers,” Trends in Neuroscience and Education, vol. 24, art. 100157, 2021. doi: 10.1016/j.tine.2021.100157.
Published
2025-12-25
How to Cite
Volkotrubova, A., Liu, J., Andrusenko, O., Provorova, Y., & VnukovaО. (2025). Enhancing Cognitive Independence and Creativity in Higher Education Through Neuroeducation: An Empirical Study. Journal of Educational Technology and Learning Creativity, 3(2). https://doi.org/10.37251/jetlc.v3i2.2448
Section
Education
Copyright (c) 2025 Albina Volkotrubova, Jie Liu, Oleksandr Andrusenko, Yevheniia Provorova, Оlga Vnukova
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