Sortwell, AndrewEvgenia, GkintoniZagarella, SamuelGranacher, UrsForte, PedroFerraz, RicardoRamirez-Campillo, RodrigoCarter-Thuillier, BastianKonukman, FermanNouri, AliBentley, BernadetteMarandi, PegahJemni, Monèm2024-06-252024-06-252023Neuroscience Research Notes. Volume 6, Issue 4. 2023. Article number 2662576-828Xhttps://repositorio.unab.cl/handle/ria/57973Indexación: Scopus.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. © 2023 by Sortwell et al.enEducational NeuroscienceInterdisciplinaryNeuromythsTranslationArtículoCC BY-NC 4.0 ATTRIBUTION-NONCOMMERCIAL 4.0 INTERNATIONAL Deed10.31117/neuroscirn.v6i4.266