Abstract

Introduction. Neuroeducation is a discipline that considers aspects provided by the natural sciences, including cognitive abilities, brain functioning and the emotional system, among others, as topics derived from knowledge in fields such as neurosciences, cognitive sciences and psychology, and that are articulated in the social sciences. Objective. The objective of the present review was to learn about teachers’ perceptions of neuroeducation, and to determine which qualitative methods are most commonly used in this field of research. Methods. Following the guidelines of the PRISMA method, a search was conducted in the databases with the greatest impact between 2015 and 2023. Results. The selection process yielded seven eligible studies and they were analyzed in terms of the type of insights studied and the methods used in neuroeducational inquiry. The present study discusses the qualitative methodologies most frequently developed in the neuroeducational discipline, offering recommendations from the methodological agglutination to strengthen future research in the discipline. Conclusions. Promoting neuroeducational research from a qualitative approach will enhance the resonance between neuroeducation experts and teachers. In addition, the importance of proposing situated research, using descriptive methodologies in the field, that communicates in a language that is appropriate to educators and their context is highlighted.