Neuroeducation in peer learning: A systematic review of pedagogical evidence

Neuroscience and neuroeducation are generating significant changes in how we teach and learn. In this sense, educators must understand how the brain works, the process of knowledge acquisition, and memory consolidation. Teaching with emotion is essential, as meaningful learning cannot occur without it. The objective was to conduct a systematic review of neuroeducation in peer learning, using reliable sources from 2021 to 2025. The search was conducted in the Scopus and Web of Science databases using the PRISMA methodology and the terms "neuroeducation" and "neuroscience." A total of 125 articles were identified. After screening and determining their suitability and meeting the criteria, 22 scientific articles were analyzed. Two main categories were considered: 1) Neuroeducation, evidence by continent; and 2) Neuroeducational empirical contributions. The results show evidence and empirical contributions primarily in Europe, followed by the Americas, with a lack of studies in Africa. There were few longitudinal experimental studies, revealing a gap between science and the classroom due to neuromyths and a lack of specialized teacher training. In conclusion, it is necessary to strengthen interdisciplinary links and conduct longitudinal studies in less explored regions to ensure evidence-based pedagogical practice.