Cognitive gaps in education: analysis of neurodidactic experiences and guidelines for an inclusive policy

Abstract

This study explores the transformative potential of neurodidactics as a pedagogical approach to strengthen cognitive skills in students from vulnerable environments across Latin America. It focuses on key competencies such as focused attention, working memory, emotional self-regulation, and cognitive flexibility—essential for deep learning. Recognizing that adverse socioeconomic conditions negatively impact these abilities (Diamond, 2013), the research emphasizes the need for educational responses grounded in recent neuroscientific evidence (Carew & Magsamen, 2023; Howard-Jones et al., 2022). The study adopts an empirical qualitative approach with an interpretative-comparative design, analyzing documented experiences in Mexico and Colombia, where public institutions have implemented programs such as “Aula Neurodidáctica” and “Neuroeducación para la equidad.” It draws on official reports (SEP, MEN, UNESCO), pilot project evaluations, and triangulation of academic, institutional, and testimonial sources. Through comparative matrices and thematic coding, the research identifies causal links between the implementation of neurodidactic strategies and improvements in school-based cognitive skills, proposing their integration into inclusive public policies and teacher training frameworks.