Enhancing Cognitive Independence and Creativity in Higher Education Through Neuroeducation: An Empirical Study
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
C. J. Kazanjian and C. A. Rossatto, “Critical culturally relevant synergism in higher education: Equitable educational experiences through neuroscientific curricula,” in Teaching and Learning for Social Justice and Equity in Higher Education, S. R. Shapiro, Ed. Cham, Switzerland: Springer, 2020, pp. 199–218, doi: 10.1007/978-3-030-44939-1_11.
S. Alkhassawneh and H. Al Sharif, “Perspectives of brain research (educational neuroscience) on the design and implementation of teaching strategies in educational technology,” J. Neuroeducation, vol. 5, no. 2, pp. 14–24, 2025, doi: 10.1344/joned.v5i2.47695.
M. M. Jackson and A. A. O. Alfaki, “Advancing sustainable development goal 6: Innovations, challenges, and pathways for clean water and sanitation,” Integr. Sci. Educ. J., vol. 6, no. 3, pp. 224–231, 2025, doi: 10.37251/isej.v6i3.2114.
A. Nisah, Q.-U. Jatoi, and G. Tleumuratov, “Procedure text writing skills using silent film media in grade VII students of state junior high school 10 South Tangerang,” J. Lang. Lit. Educ. Res., vol. 2, no. 1, pp. 1–9, 2025, doi: 10.37251/jolle.v2i1.1574.
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.
F. Fetmirwati, L. G. Franco, and M. T. G. Tadena, “Exploring the guided inquiry learning model in biology practicum: Its impact on students’ scientific attitudes and cognitive knowledge,” J. Acad. Biol. Biol. Educ., vol. 2, no. 1, pp. 26–34, 2025, doi: 10.37251/jouabe.v2i1.1642.
A. A. Kambuna, Q.-U. Jatoi, and M. Jlassi, “Language function of selected cosmetics advertisement in online media,” J. Lang. Lit. Educ. Res., vol. 2, no. 1, pp. 71–84, 2025, doi: 10.37251/jolle.v2i1.1836.
L. Elouafi, V. Ait Abdellah, and M. Janah, “Progress report in neuroscience and education: Experiment of four neuropedagogical methods,” Educ. Sci., vol. 11, no. 7, Art. no. 373, 2021, doi: 10.3390/educsci11080373.
A. Ghalby and L. A. Malaluan, “Safety first? Exploring occupational health and safety knowledge levels of chemistry education students in laboratory settings,” J. Chem. Learn. Innov., vol. 2, no. 1, pp. 12–22, 2025, doi: 10.37251/jocli.v2i1.1562.
J. A. Barán Vinces, F. F. Ponce Vera, and J. M. Zambrano Acosta, “Neuroeducation, mediation applied to comprehensive human development from a university context,” Rev. Filosofía, vol. 38, no. 97, pp. 428–439, 2022, doi: 10.5281/zenodo.4891872.
M. H. Al-Obaidy, Z. Abdulah, and P. Ratti, “Preventive insights: The role of education in enhancing hypertension patients’ knowledge on heart disease,” J. Health Innov. Environ. Educ., vol. 2, no. 1, pp. 11–18, 2025, doi: 10.37251/jhiee.v2i1.1722.
E. Nurjanah and R. P. Laguatan, “Enhancing plant diversity learning with an ethnobotany-based e-booklet: A focus on the Pandeglang community,” J. Acad. Biol. Biol. Educ., vol. 2, no. 1, pp. 58–68, 2025, doi: 10.37251/jouabe.v2i1.1989.
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,” Int. J. Eval. Res. Educ., vol. 13, no. 6, Art. no. 29170, 2024, doi: 10.11591/ijere.v13i6.29170.
N. N. Le and M. Z. Aye, “The effect of integrating green sustainable science and technology into STEM learning on students’ environmental literacy,” Integr. Sci. Educ. J., vol. 6, no. 3, pp. 232–239, 2025, doi: 10.37251/isej.v6i3.2116.
A. I. Ilyas, J. P. T. Pocaan, and K. Tanasavate, “Feminism reflected in 7 Hati 7 Cinta 7 Wanita by Robby Ertanto Soediskam: A literary feminist analysis,” J. Lang. Lit. Educ. Res., vol. 2, no. 1, pp. 25–32, 2025, doi: 10.37251/jolle.v2i1.1663.
G. Leisman, “Neuroscience in education: A bridge too far or one that has yet to be built,” Brain Sci., vol. 13, no. 1, Art. no. 40, 2023, doi: 10.3390/brainsci13010040.
M. S. Rahajo and A. Kumyat, “Analysis of driving factors for the implementation of clean technology to optimize green manufacturing in the Wiradesa batik small and medium enterprises (SMEs),” Int. Sci. Educ. J., vol. 6, no. 3, pp. 258–268, Sep. 2025.
F. R. Putri, C. A. Osunla, and R. A. Sen, “Bridging healthcare and technology: Management systems in radiology services,” J. Health Innov. Environ. Educ., vol. 2, no. 1, pp. 31–42, 2025, doi: 10.37251/jhiee.v2i1.1726.
C. J. Pérez Sánchez, F. Calle-Alonso, and M. A. Vega-Rodríguez, “Learning analytics to predict students’ performance: A case study of a neurodidactics-based collaborative learning platform,” Educ. Inf. Technol., vol. 27, no. 8, pp. 12061–12082, 2022, doi: 10.1007/s10639-022-11128-y.
J. Feng, B. Yu, W. H. Tan, Z. Dai, and Z. Li, “Key factors influencing educational technology adoption in higher education: A systematic review,” PLOS Digit. Health, vol. 4, no. 4, Art. no. e0000764, 2025, doi: 10.1371/journal.pdig.0000764.
A. Haleem, M. Javaid, M. A. Qadri, and R. Suman, “Understanding the role of digital technologies in education: A review,” Sustain. Oper. Comput., vol. 3, pp. 275–285, 2022, doi: 10.1016/j.susoc.2022.05.004.
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.
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.
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, art. 1437418, 2024, doi: 10.3389/feduc.2024.1437418.
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.
A. 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.
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.
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.
M. Fragkaki, S. Mystakidis, and K. Dimitropoulos, “Higher education faculty perceptions and needs on neuroeducation in teaching and learning,” Education Sciences, vol. 12, no. 10, art. 707, 2022, doi: 10.3390/educsci12100707.
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.
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.
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: https://journalppw.com/index.php/jpsp/article/view/8636
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.
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.
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.
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.
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, art. 01015, 2024, doi: 10.1051/bioconf/202412001015.
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.
J. A. Suyo-Vega, V. H. Fernández-Bedoya, and M. E. Meneses-La-Riva, “Beyond traditional teaching: A systematic review of innovative pedagogical practices in higher education,” F1000Research, vol. 13, art. 22, 2024, doi: 10.12688/f1000research.143392.2.
S. Maygeldiyeva, B. Bekzhanova, L. Zhamansarieva, S. Stamkulova, and G. Usenova, “The development of cognitive independence of students based on information technology,” in Proc. E3S Web Conf. (ICBTE 2020), vol. 159, art. 09009, 2020, doi: 10.1051/e3sconf/202015909009.
A. Faza and I. A. Lestari, “Self-regulated learning in the digital age: A systematic review of strategies, technologies, benefits, and challenges,” Int. Rev. Res. Open Distrib. Learn., vol. 26, no. 2, pp. 23–58, 2025, doi: 10.19173/irrodl.v26i2.8119.
K. Khaeratunnafisah and K. Lizbeth, “Utilization of telehealth in improving the quality of health services during the pandemic: Systematic review,” Journal of Health Innovation and Environmental Education, vol. 2, no. 1, pp. 1–10, 2025, doi: 10.37251/jhiee.v2i1.1723.
H. R. Hagad and H. Riah, “Augmented reality-based interactive learning media: Enhancing understanding of chemical bonding concepts,” Journal of Chemical Learning Innovation, vol. 2, no. 1, pp. 52–59, 2025, doi: 10.37251/jocli.v2i1.1919.
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.
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.
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.
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.
B. Wang and P. Li, “Digital creativity in STEM education: The impact of digital tools and pedagogical learning models on students’ creative thinking skills development,” Interactive Learning Environments, vol. 32, no. 6, pp. 2633–2646, 2024, doi: 10.1080/10494820.2022.2155839.
V.-M. Cojocariu, I. Boghian, and A. Rusu, “A literature review on digital creativity in higher education—Toward a conceptual model,” Education Sciences, vol. 14, no. 3, art. 508, 2024, doi: 10.3390/educsci14030508.
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.
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.
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.
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.
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.
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.
M. Sailer, R. Maier, S. Berger, T. Kastorff, and K. Stegmann, “Learning activities in technology-enhanced learning: A systematic review of meta-analyses and second-order meta-analysis in higher education,” Learning and Individual Differences, vol. 112, art. 102446, 2024, doi: 10.1016/j.lindif.2024.102446.
E. Gkintoni, H. Antonopoulou, A. Sortwell, and C. Halkiopoulos, “Challenging cognitive load theory: The role of educational neuroscience and artificial intelligence in redefining learning efficacy,” Brain Sciences, vol. 15, no. 2, art. 203, 2025, doi: 10.3390/brainsci15020203.
G. Li, H. Luo, D. Chen, P. Wang, X. Yin, and J. Zhang, “Augmented reality in higher education: A systematic review and meta-analysis of the literature from 2000 to 2023,” Education Sciences, vol. 15, no. 6, art. 678, 2025, doi: 10.3390/educsci15060678.
S. Kassymbekova, J. Pepania, and M. A. Balushi, “Using a multi-omic approach to investigate a diet intervention in young adults at risk of disease,” Multidisciplinary Journal of Tourism, Hospitality, Sport and Physical Education, vol. 2, no. 1, pp. 19–26, 2025, doi: 10.37251/jthpe.v2i1.1782.
M. Amiin, H. A. Faqier, and A. M. Nuevo, “Analysis of the relationship between leg muscle strength and leg power in school students’ athletic performance,” Multidisciplinary Journal of Tourism, Hospitality, Sport and Physical Education, vol. 2, no. 1, pp. 56–61, 2025, doi: 10.37251/jthpe.v2i1.1857.
Copyright (c) 2025 Albina Volkotrubova, Jie Liu, Oleksandr Andrusenko, Yevheniia Provorova, Оlga Vnukova
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Journal of Educational Technology and Learning Creativity is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
.png)
.png)
.png)
.png)
