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Vol.15, No.1, February 2026. ISSN: 2217-8309 eISSN: 2217-8333
TEM Journal
TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS Association for Information Communication Technology Education and Science |
Teacher Perceptions of Neuroeducation: A Survey of Teachers in Kazakhstan
Ainur Sadreimova, Aziya Zhumabayeva, Murat Mirzakhmetov, Saule Kozhageldieva, Gulsara Zhussupbekova, Saniya Nurgaliyeva
© 2026 Saniya Nurgaliyeva, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
Citation Information: TEM Journal. Volume 15, Issue 1, Pages 611-619, ISSN 2217-8309, DOI: 10.18421/TEM151-57, February 2026.
Received: 03 May 2025.
Abstract:
While interest in the connection between neuroscience and education is steadily growing, the integration of neuroscience knowledge into teaching practice remains limited, presenting numerous complex issues and new challenges. Teachers’ perceptions are among the most important factors, providing valuable insights into the practical implications of this connection. However, the lack of research and comprehensive data on the factors influencing teachers’ attitudes toward neuroeducation in Kazakhstan negatively impacts the effectiveness of neuroeducation initiatives and the professional development of teachers. The study employed a survey-based quantitative research design to explore and identify the main determinants of these views. The results indicate that teachers possess limited knowledge of neuroeducation concepts, despite generally holding positive attitudes toward their application in education. Furthermore, the results suggest that teachers with more teaching experience report higher levels of knowledge in neuroeducation and greater use of brain-based strategies compared to their less experienced counterparts. The absence of significant gender differences suggests that initiatives to promote neuroeducation can be applied broadly without the need for gender-specific tailoring. The findings provide empirical evidence that can inform policymakers and educational authorities in developing more effective strategies for incorporating neuroeducational literacy into teacher training practices. In particular, understanding the influence of factors such as knowledge, attitudes, and self-assessment of neuroscience application will help in creating targeted interventions that bridge the gap between neuroeducation research and educational practice in Kazakhstan while considering neuroscience principles.
Keywords – Neuroeducation, neuroscience, brain-based learning, teacher perceptions. |
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