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Abstract
Neurodidactics has emerged as a rapidly developing interdisciplinary field positioned at the intersection of pedagogy, neuroscience, psychology, and cognitive science. As an applied branch of pedagogical science, neurodidactics seeks to translate empirical findings about brain functioning into evidence-based instructional strategies that enhance learning efficiency, cognitive development, and emotional engagement. This article provides a comprehensive analytical review of contemporary scholarly literature on neurodidactics, focusing on its conceptual foundations, methodological paradigms, empirical evidence, and pedagogical implications. Drawing on a systematic analysis of peer-reviewed articles published between 2020 and 2025, the study identifies dominant theoretical models, evaluates applied neurodidactic interventions, and critically examines their effectiveness across different educational contexts. The findings demonstrate that neurodidactics significantly contributes to learner-centered pedagogy by optimizing cognitive load, fostering neuroplasticity, and integrating emotional-cognitive regulation into instructional design. However, the analysis also reveals methodological inconsistencies, risks of neuro-mythologization, and challenges related to teacher training and implementation fidelity. The article concludes by proposing an integrative neurodidactic framework for applied pedagogy and outlining future research directions aligned with Scopus-quality academic standards.
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