Neurorights and Teaching Ethics: A new horizon for higher education

This study analyzes university teachers’ ethical perceptions and practices regarding neuro-rights within higher education, emphasizing neuroeducation as an innovative and humanistic approach. Based on a mixed-methods design with a descriptive predominance, forty teachers from the State University of Milagro (UNEMI) participated through Likert-scale questionnaires and semi-structured interviews. Quantitative findings revealed medium and high levels of knowledge about neuro-rights, although their practical implementation remains limited. Most participants showed a strong personal ethical commitment in the use of digital resources but highlighted the lack of institutional guidelines on neuroethics and cognitive data protection. Qualitative evidence complemented these tendencies, emphasizing the need for continuous training in neuroeducation and professional ethics. Triangulation of results led to the conclusion that integrating neuroscience, pedagogy, and ethics is an effective strategy to strengthen university teaching, provided it is grounded in robust ethical and regulatory principles. The study underscores the urgency of promoting educational policies that respect cognitive autonomy and mental diversity, thereby consolidating a neuroethical culture that fosters innovation, social responsibility, and sustainable human development in higher education.