Teaching Professionalization in the Global Era: Reflections from Neuropedagogy and Neuroimaging
DOI:
https://doi.org/10.5944/reec.47.2025.44074Keywords:
Neuropedagogy, Neuroimaging, Comparative education, Globalization, Epistemology, MethodologyAbstract
Globalization has profoundly transformed the educational landscape, posing new challenges and opportunities for school systems. In this context, neuropedagogy and neuroimaging have emerged as promising fields that can contribute significantly to the understanding of teaching and learning processes. However, their integration with comparative education has been limited. This article examines the contributions of neuropedagogy and neuroimaging to comparative education, with a special focus on the epistemological and methodological reflections that emerge in times of globalization. Through a mixed research design, combining quantitative and qualitative methods, the perceptions of 158 university teachers with PhDs in educational theory from Spain, Brazil, Mexico and Paraguay were analyzed. The results revealed that the participants positively valued the relevance of neuropedagogy, neuroimaging, comparative education and globalization in educational research, and that these variables are significantly related to each other. In addition, neuropedagogy and neuroimaging were identified as significant predictors of the researchers' epistemological and methodological reflections. The qualitative analysis of the focus groups complemented these findings, revealing the need to adopt flexible, critical approaches that are sensitive to local and global contexts, and to constantly rethink epistemological assumptions and methodological practices in comparative education. This study makes a significant contribution to the field of comparative education, laying the groundwork for future research and opening new avenues for theoretical reflection and methodological innovation in the discipline.
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