From Lab to Classroom: Teachers’ Perspectives on Neurotechnology Integration

With the development of the field of educational neuroscience, the relationship between neuroscience and education is becoming increasingly close. The application of neurotechnology is gradually shifting from laboratories to real teaching environments. This study explores the acceptance and ethical views of teachers from six Chinese primary and secondary schools on neurotechnology applications in education through questionnaire surveys and semi-structured interviews. The findings revealed that teachers’ acceptance of neurotechnology was primarily influenced by their perceptions of safety, practicality, and educational fairness. In addition, students’ learning abilities interacted with the type of neurotechnology to shape teachers’ acceptance levels. However, teachers’ neuroscience training experience did not show a significant effect. The qualitative results further summarized internal and external factors influencing teachers’ acceptance. These findings highlight the need for policymakers, educators, and school administrators to prioritize student privacy, ensure fairness, and promote student development when integrating neurotechnology into educational contexts.