Background/Objectives: This systematic review integrates Cognitive Load Theory (CLT), Educational Neuroscience (EdNeuro), Artificial Intelligence (AI), and Machine Learning (ML) to examine their combined impact on optimizing learning environments. It explores how AI-driven adaptive learning systems, informed by neurophysiological insights, enhance personalized education for K-12 students and adult learners. This study emphasizes the role of Electroencephalography (EEG), Functional Near-Infrared Spectroscopy (fNIRS), and other neurophysiological tools in assessing cognitive states and guiding AI-powered interventions to refine instructional strategies dynamically. Methods: This study reviews n = 103 papers related to the integration of principles of CLT with AI and ML in educational settings. It evaluates the progress made in neuroadaptive learning technologies, especially the real-time management of cognitive load, personalized feedback systems, and the multimodal applications of AI. Besides that, this research examines key hurdles such as data privacy, ethical concerns, algorithmic bias, and scalability issues while pinpointing best practices for robust and effective implementation. Results: The results show that AI and ML significantly improve Learning Efficacy due to managing cognitive load automatically, providing personalized instruction, and adapting learning pathways dynamically based on real-time neurophysiological data. Deep Learning models such as Convolutional Neural Networks (CNNs), Recurrent Neural Networks (RNNs), and Support Vector Machines (SVMs) improve classification accuracy, making AI-powered adaptive learning systems more efficient and scalable. Multimodal approaches enhance system robustness by mitigating signal variability and noise-related limitations by combining EEG with fMRI, Electrocardiography (ECG), and Galvanic Skin Response (GSR). Despite these advances, practical implementation challenges remain, including ethical considerations, data security risks, and accessibility disparities across learner demographics. Conclusions: AI and ML are epitomes of redefinition potentials that solid ethical frameworks, inclusive design, and scalable methodologies must inform. Future studies will be necessary for refining pre-processing techniques, expanding the variety of datasets, and advancing multimodal neuroadaptive learning for developing high-accuracy, affordable, and ethically responsible AI-driven educational systems. The future of AI-enhanced education should be inclusive, equitable, and effective across various learning populations that would surmount technological limitations and ethical dilemmas.

Formative assessment in K-12 education has been a notable teaching and learning focus area in schools over the last 20 years, as evidenced by numerous recent systematic reviews and meta-analyses investigating and summarizing the evidence for formative assessments’ effectiveness and sustainability. This umbrella review systematically reviews meta-analyses investigating the effects of formative assessment on learning, summarizes the current findings, and assesses the quality and risk of bias in the published meta-analyses. Meta-analyses were identified using systematic literature searches in the following databases: Scopus, ERIC, Academic Research Complete, ProQuest, APA PsycArticles, SPORTDiscus, Web of Science, and Humanities International Complete. Thirteen meta-analyses, each of which examined the effects of formative assessment on learning in K-12 students, were included in this umbrella review. The review considered evidence for the potential effectiveness of using formative assessment in class with primary and secondary school students. Formative assessment was found to produce trivial to large positive effects on student learning, with no negative effects identified. The magnitude of effects varied according to the type of formative assessment. The 13 included meta-analysis studies showed moderate (n = 10), high (n = 1), and low (n = 2) methodological quality (AMSTAR-2), although the robustness of the evidence (i.e., GRADE analysis) was very low (n = 9), low (n = 3), and moderate (n = 1). These findings offer valuable insights for designing and implementing different types of formative assessment aimed at optimizing student learning and ensuring the sustainability of assessment practices. However, the low-to-very-low certainty of the available evidence precludes robust recommendations regarding optimal formative assessment strategies for learning in K-12 students.

Attention deficit hyperactivity disorder (ADHD) is considered a highly prevalent neurodevelopmental childhood disorder extending from ages 1–2 to 12–13, associated with impairment across multiple domains, including social, emotional, and cognitive functioning. Little is known about alternative treatments for this disorder. Interest has grown in physical activity as a potential intervention for rehabilitating children with ADHD. This study aimed to investigate the impact of adapted swimming activity on cognitive functions, academic performance, and related behavior of Tunisian children with ADHD. The study was conducted on school children aged 9 to 12 years (n = 40, 5 female and 35 male) diagnosed with ADHD. They were randomly assigned to an experimental group (exercise intervention) or the control group. The Hayling test was used to assess cognitive performance, the Children Behavior Check List (CBCL) was used to assess ADHD-related behavior, and the change in reading and numeracy proficiency was assessed pre- and post-intervention. After 12 weeks of the intervention, the results revealed that there were significant improvements in behavior (p < 0.001), inhibition process (p < 0.001), and academic performance (p < 0.001) in the experimental group compared with the control group. These findings suggest that adapted swimming activity may have positive implications for cognitive function, behavior, and academic performance. This research may provide preliminary support for alternative therapeutic interventions that could be used by practitioners. Moreover, the results support active practice of recreational physical activities as a strategy to support children in overcoming ADHD deficiencies.

Background: The role of cognitive load theory (CLT) in understanding effective pedagogy has received increased attention in the fields of education and psychology in recent years. A considerable amount of literature has been published on the CLT construct as foundational guidance for instructional design by focusing on managing cognitive load in working memory to enhance learning outcomes. However, recent neuroscientific findings and practical critiques suggest that CLT’s emphasis on content-focused instruction and cognitive efficiency may overlook the complexity of human learning. Methods: This conceptual paper synthesises evidence from cognitive science, developmental psychology, neuroscience, health sciences and educational research to examine the scope conditions and limitations of CLT when applied as a general framework for K–12 learning. One of the major theoretical issues identified is the lack of consideration for the broad set of interpersonal and self-management skills, creating potential limitations for real-world educational contexts, where social-emotional and self-regulatory abilities are as crucial as cognitive competencies. Results: As a result of the critique, this paper introduces the Neurodevelopmental Informed Holistic Learning and Development Framework as a neuroscience-informed construct that integrates cognitive, emotional, and interpersonal dimensions essential for effective learning. Conclusions: In recognising the limitations of CLT, the paper offers practitioners contemporary, neurodevelopmentally informed insights that extend beyond cognitive efficiency alone and better reflect the multidimensional nature of real-world learning.

Background/Objectives: Patellofemoral syndrome is a common osteoarticular condition that affects many individuals. Various treatment options are available, with a significant emphasis on targeted muscle-strengthening exercises. The purpose of this study was to investigate the effect of isokinetic muscle strengthening on muscle strength, joint range of motion, quality of life, physical performance, and pain tolerance in overweight/obese women with patellofemoral syndrome. Methods: Twenty-four overweight or obese women with patellofemoral syndrome participated in the study during September and October 2023 in a private medical facility for physical medicine and functional rehabilitation. They were randomly assigned to one of two groups for six weeks of isokinetic muscle strengthening. The first group (ISO.G) followed a rehabilitation program combined with isokinetic muscle strengthening. A second group (PCM.G) followed a rehabilitation program that includes an isokinetic protocol in passive compensation movement. The extensors’ peak torque was measured before and after training. Results: The flexors’ peak torque, stair climbing test, 10 m walk, chair lift, monopodal support, goniometric knee flexion test, heel–buttock distance measurement, pain, and quality of life scores improved significantly in both groups. The ISO.G, on the other hand, benefited from a significant increase in quadriceps muscle strength revealed by the extensors’ peak torque. Conclusions: For the treatment of patellofemoral syndrome, isokinetic muscle strengthening in concentric mode appears to have a significant advantage over the classic rehabilitation program with isokinetic passive compensation, particularly in muscle strength gain, in addition to the improvement of joint range of motion, quality of life, physical performance, and pain tolerance. Isokinetic training may be recommended as a beneficial approach for the rehabilitative treatment of patellofemoral pain syndrome in overweight/obese women.

Constant global advancements and expanding evidence in the neuroscience of learning have provided compelling support for the inclusion of neuroscience as a crucial content priority in initial teacher education. Existing research confirms the efficacy of neurocognitive interventions for atypical and typical school-aged learners in a variety of key subject areas. Despite advances in the neuroscience of learning, the adoption of contemporary approaches and strategies that support and enhance neurocognitive development by education practitioners is yet to be the norm. Incorporating neuroscience education content, research, and practical application into initial teacher education curricula will enhance teacher preparation, leading to evidence-based education.