EEG‐Guided Adaptive Learning: A New Neuroeducational Approach to the Facilitation of Cognitive Control in ADHD Children

EEG-guided adaptive learning significantly enhances attention span, impulse control and executive functioning in children with ADHD.This neuroeducational approach targets core cognitive deficits, offering measurable improvements beyond traditional interventions. Reduction in theta/beta ratio and increased frontal alpha power indicate improved neural markers of cognitive control. These neurophysiological changes support the effectiveness of EEG feedback in modulating attentional networks. Academic performance in math, reading and writing improves following EEG-guided learning, linking cognitive control to educational outcomes. The integration of neurofeedback with adaptive tasks provides a strong foundation for improving school-based achievement. The intervention is well-accepted by both students and educators, promoting feasibility for broader implementation in educational settings. Positive qualitative feedback suggests high engagement and usability in real-world environments. Future policy and research should consider the inclusion of neuroadaptive technologies in school systems. This study lays the groundwork for scaling EEG-guided learning into evidence-based interventions for neurodevelopmental support.