Educational and training practise must now acknowledge neurological research and achievements. New techniques allow researchers to study brain structure and function across individuals. The mind continues to naturalise, becoming the product of recorded and visible behaviour. Many cognition concerns are answered by learning and memory psychobiology.
Future neuroimaging outcomes will depend on the quality of the cognitive paradigms used to probe the mind. These results will affect educational and training activities: dyslexia remediation, new reading contributions, dyscalculia therapies, and learning disorders (attention, etc.).
Initial and ongoing training, so university training for future teachers must adapt and overcome corporatist disputes... Initial and continuing training (is there continuing training?) must adapt to scientific developments and new knowledge.
Educational Sciences should train future teachers, but what do they teach? Teacher training from the old INRP (National Institute for Educational Research), now IFE (French Institute of Education)? Universities (Institutes) that train instructors and build collaborations, know and disseminate scientific advances—are they happy to reproduce, exist, and justify credits, budgets, and salaries?
This could be asked of teachers in training or needing training. Field teachers are usually motivated to improve their skills, and brain research is rapidly evolving, which could help them approach teaching and learning methods differently.
Beyond learning knowledge and abilities like reading, education goes beyond schools. It helps people of all ages cope with economic change, health issues, and ageing. Neuroscience shows that everything we do impacts our brain, and simultaneous neuron activation strengthens connections. Lifelong “experience-dependent plasticity” occurs (Lovden et al., 2010).
Neuroplasticity lets the brain constantly consider experience and environment. Plasticity decreases with age, especially in second language learning. Brain networks change gradually over a shockingly long time, yet activity-dependent plasticity persists throughout life.
Exercise is needed to consolidate brain changes and retain skills. Neuroplasticity has boundaries and individual variances. Because learning is not sensitive, unlearning behaviours can be challenging.
Internal predispositions and external stimulus seem to hinder learning. After brain injury, some functions are easier to retrain, while others are irreversible. Many factors affect recovery and compensation; pharmacological therapies and training programmes are being researched to extend adult plasticity.
Neuroscientists have examined the relationship between reward and learning in reinforcement learning, where basic acts are assigned values. Research shows that reward ambiguity dramatically affects brain response. This could challenge educational theories based on a simple reward-motivation link and provide new ways to use incentive to enhance learning. In 2009, Howard-Jones and Demetriou
Education appears to be the most effective generalised and consistent cognitive enhancer (Bostrom and Sandberg, 2009). Thus, neuroscience and cognitive improvement research suggests that education may boost resilience and cognitive capital, enabling the adaptive response to stressful and traumatic events and sickness such brain injury, mental disorders, and natural ageing.
Cognitive capital and resilience can be built at any age. However, there is a vast variance in learning ability, thus effective and novel educational approaches are needed. Current neuroscience research aims to discover the cerebral basis of learning challenges, which will enable the diagnosis and creation of pedagogical, educational, and remedial interventions for different ages.