Neuroplasticity and its relationship with meaningful learning in EGB students

Abstract

Neuroplasticity is the brain's capacity to modify itself both structurally and functionally in response to experience, learning or the environment, and has become a central focus for understanding educational processes. This systematic review is based on the guidelines of the PRISMA method, the general objective is to analyze the relationship between neuroplasticity and learning in students of General Basic Education (EGB). An exhaustive search was conducted in scientific databases such as Scopus, Scielo, Redalyc and Google Scholar, selecting articles published between 2014 and 2024. The inclusion criteria considered empirical and theoretical studies with a neuroeducational approach. The results show that neuroplastic processes allow the consolidation of lasting learning when active methodologies, motivating contexts and multisensory strategies are used; a strong connection was found between early stimulation, the development of executive functions and meaningful comprehension. It is concluded that fostering neuroplasticity through enriched educational environments contributes to a better quality of learning at the school stage. This review reinforces the need to integrate neuroscientific foundations in pedagogical practices to optimize teaching-learning processes.