The Use of Artificial Intelligence with a Neuroeducational Basis to Enhance the Mental Processes Involved in Teaching and Learning

Abstract

The incorporation of artificial intelligence into educational environments has driven a significant transformation in teaching and learning processes, by promoting approaches that are more personalised, adaptive, and aligned with learners’ cognitive characteristics. Within this framework, neuroeducation has become an integrative scientific reference that enables an understanding of the brain mechanisms involved in attention, memory, motivation, and self-regulation, providing a solid foundation for the analysis of educational proposals mediated by technology. The work was oriented towards an academic analysis of the use of artificial intelligence from a neuroeducational perspective and its potential contribution to strengthening the mental processes involved in teaching and learning, based on the study of specialised scientific sources. The research was conducted through a descriptive and analytical documentary approach, focused exclusively on secondary sources, without considering the application of strategies or the collection of field data. The process of searching for, selecting, and refining information followed rigorous methodological criteria that ensured the relevance and coherence of the analysed corpus. The findings indicate that the articulation between artificial intelligence and neuroeducation promotes a deeper understanding of cognitive and metacognitive processes, moving beyond purely instrumental approaches and highlighting the value of technology as a mediator of mental development in contemporary educational settings.