Emerging neurotechnologies and university professional training: ethical and social implications

Introduction: The study analyzed the ethical and social implications of the incorporation of emerging neurotechnologies in university professional training. In the context of the advancement of applied neuroscience and digital transformation, these technologies are beginning to influence learning processes, cognitive development, and educational innovation. The objective was to analyze how training strategies based on neuroeducation principles and technological tools influence academic performance, as well as ethical perceptions and technological acceptance of university students.Method: A quantitative approach with a quasi-experimental design was used. 60 university students participated in two groups of 30 members each. The experimental group developed learning activities based on neuroeducational strategies supported by cognitive technologies, while the control group worked with traditional methodologies. Pre-test and post-test were applied to evaluate academic performance, ethical perception, and technological acceptance through knowledge tests and Likert-type scales.Results: The experimental group obtained better academic results and higher levels of technological acceptance and ethical perception compared to the control group. Statistical tests showed significant differences between the two groups after the educational intervention.Conclusions: The integration of neuroeducational strategies and cognitive technologies can strengthen university learning and promote ethical training in the use of emerging technologies.