Advances in neuroscience have improved the understanding of cognitive, emotional, and social processes involved in learning. Simultaneously, technologies such as artificial intelligence, augmented reality, and gamification are transforming educational practices. However, their integration into formal education remains limited and often misapplied. This study aims to evaluate the impact of technology-supported neuroeducational models on student learning and well-being. A systematic review was conducted using PubMed, the Web of Science, ScienceDirect, and LILACS, including open-access studies published between 2020 and 2025. Selection and methodological assessment followed PRISMA 2020 guidelines. Out of 386 identified articles, 22 met the inclusion criteria. Most studies showed that neuroeducational interventions incorporating interactive and adaptive technologies enhanced academic performance, intrinsic motivation, emotional self-regulation, and psychological well-being in various educational contexts. Technology-supported neuroeducational models are effective in fostering both cognitive and emotional development. The findings support integrating neuroscience and educational technology into teaching practices and teacher training, promoting personalized, inclusive, and evidence-based education.

Advances in neuroscience have provided a deeper understanding of the cognitive, emotional, and social processes involved in learning, although their pedagogical application remains limited and hindered by neuromyths. This systematic review analysed the effectiveness of neurodidactic strategies within formal educational contexts. Searches were conducted across Web of Science, Scopus, PubMed, and Academic Search Ultimate for empirical studies published between 2015 and 2025, assessing methodological quality according to PRISMA 2020 and EPHPP guidelines. Out of 95 identified records, 10 met inclusion criteria. Results indicated that strategies such as active learning, multisensory teaching, emotional support, and teacher training in neuroscience improved academic performance, emotional self-regulation, intrinsic motivation, and student satisfaction. It is concluded that neurodidactic strategies constitute an effective resource for integrating brain knowledge into inclusive and engaging pedagogical practices, highlighting the need for specialized teacher training and longitudinal studies to evaluate long-term impact.