Neuroethics and International Regulatory Frameworks: What University Educators Need to Know

The study analyzes the presence and understanding of neuroethics in higher education in the face of the advance of neurotechnologies and artificial intelligence. A research with a mixed approach and qualitative predominance was developed, based on a non-experimental and cross-sectional design. Forty university professors from Ecuador, Peru and Mexico participated, selected for their experience in educational innovation and university training. The research was structured in a documentary phase, which included a systematic review of academic literature and international regulatory frameworks, and an empirical phase, composed of questionnaires and semi-structured interviews. The results reveal that most of the teachers have an intermediate knowledge of the fundamentals of neuroethics and international regulatory frameworks, although there is a group with limited understanding and another small group with advanced proficiency. A widespread interest in incorporating neuroethics in teacher training and a positive disposition towards training in applied ethics, neurorights and technological governance were identified. The interviews reflected agreement on the need to create institutional policies and specialized committees that guide the responsible use of artificial intelligence and neurotechnologies. Overall, the findings demonstrate that neuroethics is configured as an essential axis to strengthen professional responsibility and academic integrity in contemporary higher education.