Neurociencia y su influencia en el rendimiento de los estudiantes de la Facultad de Ciencias de la Educación de la UTEQ

This research studies the impact of neuroscience on the academic performance of university students specializing in teacher training, recognizing that neurocognitive, emotional, and pedagogical components influence attention and learning. A mixed-methodological approach with a non-experimental design and a descriptive scope was used, implementing structured questionnaires and semi-structured interviews in a sample of 75 students selected through stratified random sampling. The findings show that emotional and physical factors influence student concentration, and that students appreciate teaching strategies that consider the brain and its functionality. It was concluded that the incorporation of neuroeducational principles in teacher training improves the educational experience and academic performance; therefore, the incorporation of such principles into university teacher training curricula and programs is advocated to strengthen a scientifically informed, empathetic, and contextually relevant teaching approach.