Prevalence of neuromyths among in-service preschool and primary school Romanian teachers

In recent years, the integration of neuroscience research into education has generated growing interest as a means of enhancing teaching and learning. However, international studies have shown that this interest is often accompanied by persistent misconceptions about the brain and learning – so-called neuromyths – among educators. The present study examined the prevalence of neuromyths among 290 Romanian in-service preschool and primary school teachers. It also explored demographic variables related to neuromyth endorsement and potential sources of these misconceptions. The results revealed a widespread acceptance of neuromyths, consistent with findings from other European contexts, while also reflecting socio-cultural characteristics of the Romanian educational environment. The findings suggest that neuromyth endorsement cannot be understood solely as a consequence of insufficient neuroscience knowledge. They highlight the need for teacher education and professional development programmes to strengthen critical evaluation of educational claims and to explicitly address persistent misconceptions about brain functioning and learning.