Neuroeducation emerges as a pivotal field in 21st-century education, integrating knowledge from neuroscience, psychology, and education. This approach is presented as a categorical imperative to address contemporary educational challenges, fostering a deep understanding of the brain and its impact on learning. The aim of this research is to ground a new educational paradigm based on the bidirectional relationship between education and neuroscience, with a focus on critical and dialogical neuroscience grounded in scientific evidence.

The review is conducted through an analysis of studies published in scientific databases and doctoral repositories, using snowballing methods to ensure robust epistemological traceability. Qualitative and quantitative research in various languages, especially English and Spanish, as well as key studies outside the recent time frame, were included. The conclusions highlight the need for a paradigm shift in education that integrates neuroscience as a complementary tool to traditional pedagogical methods. This new approach promotes an education centered on brain function and adapted to the cognitive and emotional needs of the student, thus offering solutions to current and future educational challenges. Additionally, it underscores the importance of a critical perspective to avoid neuromyths, biases, and epistemological inaccuracies when interpreting neuroscientific evidence as applied to the educational field.