NEUROEDUCATION AND COGNITIVE LOAD: THEORETICAL FOUNDATIONS AND PEDAGOGICAL IMPLICATIONS IN HIGHER EDUCATION
Abstract
The increasing integration of neuroscientific insights into educational discourse has given rise to the field of neuroeducation, which seeks to align pedagogical strategies with empirical understandings of brain functioning. Within the context of higher education, where cognitive demands are often substantial and diverse, the relevance of neuroeducation is particularly salient. This article investigates the pedagogical implications of Cognitive Load Theory (CLT) as a framework for designing instructional practices that promote deep learning—defined here as the long-term, transferable acquisition of knowledge and skills through meaningful engagement.
The study employs a conceptual and analytical methodology, grounded in a synthesis of contem porary international scholarship published within the last decade. Drawing on recent empirical and the oretical contributions from cognitive psychology and educational science, the research elucidates how the tripartite model of cognitive load—comprising intrinsic, extraneous, and germane load—can inform the structuring, sequencing, and delivery of complex academic content. Particular emphasis is placed on instructional techniques such as segmenting, signalling, dual coding, and retrieval practice, which are demonstrated to optimise cognitive processing and enhance learners’ working memory efficiency.
The findings reveal a critical need to reconceptualise teaching practice in higher education through a neuroscience-informed lens, with the goal of minimising unnecessary cognitive interference while actively fostering schema construction and transfer. In doing so, the article highlights the broader pedagogical significance of cognitive regulation, attentional control, and emotional engagement as mediating factors in academic success. It concludes by proposing a set of evidence-based principles for the design of cognitively aligned curricula and underscores the importance of embedding neurodidactic competence within teacher education programmes.
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