Neurotools for inclusive university education: Strengthening equity in digital environments

Abstract

Universities face the challenge of ensuring both inclusion and equity in a context marked by digitalization. Therefore, this article analyzes the use of neurotools for inclusive university education and proposes projections for inclusive neuroeducation in higher education. A qualitative phenomenological approach was used, examining the experiences of university teachers and interpreting the facts using the hermeneutic method. In this scenario, neurotools, based on the contributions of neuroscience with the support of neuroeducation, emerge as innovative resources that enhance brain plasticity, attention, memory, and motivation. Therefore, teachers are aware that the use of neurotools allows for the optimization of teaching by promoting greater inclusion and equity in university education, taking into account that strategies based on brain functioning increase motivation, participation, and academic performance because they foster both dynamic and meaningful learning.