Neurodidactics and Sustainability in Teacher Training: An Innovative Model for Transcultural Educational Inclusion

This study presents an innovative neurodidactic model for sustainable teacher training, integrating transcultural practices and inclusive education strategies. The research aims to optimize teacher preparation by applying neuroscientific principles to improve pedagogical approaches while promoting sustainability in educational environments. Through a mixed-methods design, the study combined quantitative and qualitative analyses to explore how transculturality, inclusion, and neurodidactics intersect in teacher education. The research involved a sample of university teachers from diverse cultural contexts, utilizing a Likert-scale questionnaire and focus group discussions to assess participants' perceptions, knowledge, and experiences with these pedagogical approaches. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data underwent thematic analysis to identify patterns and insights. The results demonstrate that integrating neurodidactic principles into teacher training enhances teaching practices, promotes culturally responsive learning environments, and supports the development of adaptive and empathetic educators.