Principios neuroeducativos en educación superior: bienestar, desarrollo humano y ciudadanía

Ariadna Sandoval Aradillas

doi:10.31391/HILK9912

Authors

Ariadna Sandoval Aradillas Universidad Autónoma de Nuevo León Facultad de Arquitectura

DOI:

https://doi.org/10.31391/HILK9912

Keywords:

neuroeducation, learning environments, human development, citizenship, academic community, higher education

Abstract

The article analyzes associations between the application of neuroeducational principles and dimensions of learning, socioeducational well-being, academic interaction, and civic education among university students within a specific institutional context. A mixed-methods approach was adopted, with a non-experimental, cross-sectional design and an exploratory, descriptive, and correlational scope, focused on relationships among variables without establishing causal inferences. The study was conducted at the Autonomous University of Nuevo León, in the Architecture and Industrial Design programs, during the 2023–2024 academic period. The sample consisted of 314 students from different academic pathways. Data were collected through questionnaires, semi-structured interviews, naturalistic observation, and document analysis. The findings, integrated through methodological triangulation, show associations between neuroeducational teaching strategies and self-regulation, motivation, socioeducational well-being, academic collaboration, and the emotional climate of the learning environment. Relationships were also identified among teacher feedback, psychoeducational support, and perceived quality of the educational experience, suggesting consistent interactions between pedagogical and socioemotional dimensions. Civic education was associated with participation, collaboration, and shared responsibility. The study concludes that neuroeducational principles are related to formative conditions of learning and well-being in the analyzed context, without implying causality or generalization to other educational settings. Overall, results provide situated evidence for higher education research and practice.

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Author Biography

Ariadna Sandoval Aradillas, Universidad Autónoma de Nuevo León Facultad de Arquitectura

Máster en Intervención en Dificultades del Aprendizaje y maestra en Educación con Acentuación en Neuroaprendizaje. Docente en la Universidad Autónoma de Nuevo León. Líneas de investigación: formación integral del estudiante, desempeño y rol del docente, neurociencias y reconfiguración de espacios educativos, colaboración interdisciplinaria y bienestar psicosocial.

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