Neurocognitive Processes and Educational Diversity: Pedagogical Implications for Heterogeneous Teaching Contexts

Abstract

Contemporary educational research increasingly recognises the central role of neurocognitive processes in understanding and addressing educational diversity within heterogeneous teaching contexts. Advances in cognitive neuroscience have broadened explanatory frameworks of learning by deepening insight into mechanisms related to information processing, attention, memory and adaptation to diverse educational experiences, thereby reframing diversity as a structural component of the educational act rather than an obstacle. Nevertheless, a persistent gap remains between theoretical neurocognitive knowledge and its articulation with pedagogical practice, which continues to be largely shaped by standardised approaches that limit responsiveness to individual learner differences. Within this context, the aim of the study was to systematically and critically examine the theoretical and empirical scientific literature related to neurocognitive processes and educational diversity, in order to identify and analyse their pedagogical implications in heterogeneous educational settings. Methodologically, a descriptive-analytical systematic review was conducted, grounded in rigorous documentary analysis and aligned with the PRISMA 2020 guidelines to ensure transparency and coherence in the selection of studies. The findings support an understanding of learning as a complex and situated phenomenon, shaped by the interaction between learners’ cognitive characteristics and pedagogical mediations within the educational environment, highlighting the need for pedagogical frameworks that are more responsive to educational diversity.