Neurotechnologies in pedagogical training: opportunities and risks for higher education

Introduction:The study analyzes the impact of neurotechnologies on university pedagogical training, highlighting their influence on the personalization of learning and the ethical challenges it poses. The convergence between neuroscience, artificial intelligence and higher education has transformed teaching practices through tools such as brain-computer interfaces, EEG systems and neuroimaging applied to the classroom.Method:A mixed approach with systematic review was employed under the PRISMA 2020 guidelines, examining 26 articles indexed in Scopus (2017–2024) on neuroeducation, teacher training, and ethics. The data were analyzed using bibliometric techniques and thematic coding with the ATLAS.ti v9 software, ensuring validity and theoretical triangulation.Results:85% of the studies reviewed report improvements in attention and personalization of learning, while 78% highlight the development of critical thinking and cognitive skills. However, 70% warn of risks associated with the violation of mental privacy, technological dependence and the manipulation of neural data. Only 25% of universities include training in neuroethics, evidencing a significant gap in teacher training.Conclusions:Neurotechnologies represent an opportunity to modernize teaching and foster pedagogical innovation based on scientific evidence. However, its implementation requires regulatory frameworks, neurodata protection protocols, and ethical training. Its responsible adoption must guarantee neurorights, mental dignity and cognitive autonomy, promoting a more critical, inclusive and humanistic education.