Bridging Neuroscience and Secondary Education: A Systematic Literature Review and Framework for Learning Engagement Siti Zayyana Ulfah
Graduate School, Universitas Pendidikan Indonesia
Master^s Program in Teacher Education
Jl. Dr. Setiabudi No.229, Isola, Sukasari, Bandung 40154, Indonesia
Abstract
This systematic literature review (SLR) explores the integration of neuroscience into secondary education as a means to improve adolescent learning. Based on the PRISMA framework and using the Scopus database, this study analyzed 24 articles published between 2016 and 2025. It addresses four major areas: neuroscience trends in cognitive development, learning strategies, motivation, and student engagement. The findings suggest that while neuroscience offers valuable insights into memory, attention, and emotion regulation, its classroom application remains limited. Motivation is identified as a central neuro-affective factor influencing sustained engagement, alongside cognitive readiness and instructional timing. To bridge the gap between research and classroom practice, this study introduces the Neuro-Adaptive Learning Engagement Framework, comprising four interconnected components: Cognitive Core, Emotional Regulation, Motivational Drive, and Contextual Alignment. This framework provides a neuroscience-based foundation for developing adaptive pedagogy. Further empirical validation is recommended to support its implementation in educational settings, particularly to foster learners^ capacity to engage with the transformative goals of Education for Sustainable Development.
