Organizational Culture, Digital Ethics, and Educational Quality: A Comparative Analysis of the Adoption of Neurotechnologies in Higher Education Institutions

Introduction: The study analyzes the relationship between organizational culture, institutional digital ethics and the adoption of neurotechnologies in higher education, highlighting their potential to improve educational quality and transform teaching and learning processes in digitized university contexts.Method: A quantitative approach was applied with a longitudinal quasi-experimental design with pre-test and post-test. 415 students and 42 teachers from six higher education institutions in Latin America participated. Three institutions made up the experimental group where educational neurotechnology tools such as portable EEG devices and attention analysis systems were implemented, while three institutions made up the control group. Likert-type scales were used to measure organizational culture, institutional digital ethics, adoption of neurotechnologies, and educational quality. Statistical analysis included descriptive statistics, Pearson correlations, multiple regression, and analysis of variance.Results: The results showed high levels of technological adoption and educational quality. The adoption of neurotechnologies presented a strong positive relationship with educational quality with a correlation coefficient of 0.71. Likewise, organizational culture and institutional digital ethics showed significant effects on technological adoption and explained more than half of its variability. The experimental group showed higher levels of academic engagement and student satisfaction.Conclusions: The integration of educational neurotechnologies is strengthened when institutions develop innovation-oriented organizational cultures and establish clear digital ethics policies. The responsible adoption of these technologies can contribute to improving the quality of education and promoting learning processes.