The impact of Neuroeducation on Teacher Training Programs: Reimagining Gender in Education

Abstract

This study explores the perceptions and knowledge of prospective primary school teachers in Spain regarding gender, gender identity (GI), and the role of education in promoting gender equality. Using a mixed-methods design with a focus on qualitative analysis based on Grounded Theory, 132 students participated in an educational intervention (EI) grounded in neuroeducation principles. Results showed initial confusion between gender concepts and a reliance on traditional, binary models. After the intervention, participants—especially women—demonstrated deeper understanding, recognizing gender as socio-cultural and historical. Significant cognitive and emotional shifts were observed, marking improved self-reflection, reduced gender bias, and greater acknowledgment of the educational role in fostering equality. Statistical analyses confirmed significant improvements in all thematic areas: gender knowledge, GI understanding, and gender equality education. The study highlights the transformative potential of integrating neuroeducation into teacher training to combat stereotypes and enhance inclusive, reflective educational practices that foster equity and emotional development.