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Brain Sciences
Special Issues
Neuroeducation: Bridging Cognitive Science and Classroom Practice
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Neuroeducation: Bridging Cognitive Science and Classroom Practice

A special issue of Brain Sciences (ISSN 2076-3425). This special issue belongs to the section "Cognitive, Social and Affective Neuroscience".

Deadline for manuscript submissions: 25 August 2026 | Viewed by 1288

Special Issue Editor

Dr. Yuvaraj Rajamanickam

E-Mail Website
Guest Editor
National Institute of Education, Nanyang Technological University, Singapore 637616, Singapore
Interests: EEG; emotion; machine learning; neural engineering; affective computing; education neuroscience; epileptic seizures; biomedical signals; electroencephalography

Special Issue Information

Dear Colleagues,

Educational neuroscience is an emerging interdisciplinary field that bridges the gap between neuroscience and education. 

This Special Issue aims to explore the applications of educational neuroscience in enhancing teaching and learning processes. We invite research papers investigating how brain research insights can inform educational practices, curriculum design, and policy-making. Topics of interest include, but are not limited to, the following: the neural basis of learning and memory, the impact of neurodevelopmental disorders on education, and the use of neuroimaging techniques to assess educational interventions. 

This Special Issue also welcomes studies on the role of emotions in learning, the development of cognitive skills, and the implications of neuroplasticity for lifelong learning. By integrating neuroscience with educational theory and practice, this Special Issue seeks to foster a deeper understanding of how the brain learns and to promote evidence-based strategies that can improve educational outcomes for diverse learners. Researchers, educators, and policymakers are encouraged to contribute their findings and insights to advance this dynamic and impactful field.

Dr. Yuvaraj Rajamanickam
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Brain Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • education
  • neuroscience
  • learning and memory
  • neurodevelopmental disorders
  • emotions
  • cognitive skills
  • neuroplasticity
  • EEG
  • neuroimaging
  • school
  • classroom
  • educational interventions

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (1 paper)

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Review

22 pages, 860 KB  
Review
Exploring Neural Evidence of Attention in Classroom Environments: A Scoping Review
by Hang Zeng, Xinmei Huang, Yelin Liu and Xiaojing Gu
Brain Sci. 2025, 15(8), 860; https://doi.org/10.3390/brainsci15080860 - 13 Aug 2025
Viewed by 860
Abstract
Classroom attention is a fundamental cognitive function that is crucial to effective learning and significantly influences academic performance. Recent advances in investigating neural correlates of attention in classroom environments provide insights into underlying neural mechanisms and potentially enhance educational outcomes. This paper presents [...] Read more.
Classroom attention is a fundamental cognitive function that is crucial to effective learning and significantly influences academic performance. Recent advances in investigating neural correlates of attention in classroom environments provide insights into underlying neural mechanisms and potentially enhance educational outcomes. This paper presents a scoping review of empirical studies investigating neural activities associated with students’ attention in classroom environments. Based on the 16 studies that we included after systematically searching, five main objectives were identified: (i) examination of neural markers of student attention in classroom environments, (ii) comparison of different learning environments, (iii) comparison of different classroom activities, (iv) data quality examination, and (v) student attention improvement. All selected studies used electroencephalogram (EEG) recording to measure neural activities, primarily using NeuroSky and Emotiv EPOC devices. Researchers measured classroom attention through brain-to-brain synchrony or frequency power. While differences in neural activity across classroom activities were noted, further investigation is needed for consistent results. Most studies focused on university students and had limited sample sizes, though they covered diverse study domains. Overall, while some preliminary results have been identified, there are several concerns regarding the neural measurements of attention used, contradictory findings, lack of verification, and limited sample sizes and techniques. Further studies are recommended to extend our understanding of neural evidence of attention in classroom environments. Full article
(This article belongs to the Special Issue Neuroeducation: Bridging Cognitive Science and Classroom Practice)
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