IMPLEMENTING WILLIAMS AND SHELLENBERGER’S PYRAMID OF LEARNING IN THE EDUCATIONAL SYSTEM: A NEUROPEDAGOGICAL APPROACH

The purpose of this article is the analysis of theoretical and methodological aspects and perspectives of integrating Williams and Shellenberger’s Pyramid of Learning into the neuropedagogical approach as a model for supporting sensory-cognitive development. It also aims to investigate strategies for preparing educators to apply neuropedagogical methods effectively. By considering European efforts, particularly through initiatives like the Erasmus+ program, this study explores ways to advance the training and resources available to educators. The research methodology is based on the principles of the neuropedagogical approach and analysis of Williams and Shellenberger’s Pyramid of Learning theory to understand the implications of sensory-cognitive development to understand the implications of sensory-cognitive development within the educational system. Additionally, the study evaluates current training practices for educators in European, Ukrainian and Saudi Arabian contexts and examines best experience for embedding multisensory strategies in curricula. The scientific novelty of the study lies in its comprehensive analysis of Williams and Shellenberger’s Pyramid of Learning as a sensory-cognitive framework within the field of neuropedagogy. By exploring this model’s application in curricula, the article offers new insights into how structured sensory-based learning environments can enhance student engagement and academic outcomes. This research seeks to bridge theoretical insights with practical applications within diverse educational settings. Furthermore, it emphasizes the role of European initiatives in advancing neuropedagogical practices and the importance of aligning Ukrainian and Saudi Arabian training programs with these standards. Conclusions. The study supposes that implementation of Williams and Shellenberger’s Pyramid of Learning within educational systems can address significant deficiencies in current teaching methods by fostering a neuropedagogical approach that supports various (neurotypical and neurodivergent) learners and their needs. However, the effective use of these methods remains limited due to insufficient teacher training, especially in non-European contexts. The findings suggest that future research should focus on validating sensory-based approaches and adapting Williams and Shellenberger’s Pyramid of Learning to suit diverse educational settings, ensuring compatibility with both European, Ukrainian and Saudi Arabian standards. Equipping educators with neuropedagogical competencies through structured training programs will be essential to achieving neurodevelopmentally informed educational environments.