Neuroplasticidad y diseño de experiencias de aprendizaje universitario: implicaciones de estimulación cognitiva en competencias complejas

Abstract

This research addresses the problem of traditional pedagogical practices in university education, which, by failing to consider the neurobiological mechanisms of learning, limit the development of complex cognitive skills. The main objective was to analyze the implications of neuroplasticity-based cognitive stimulation to propose a framework for designing effective learning experiences. The study followed a documentary approach, employing meta-analysis through a synthesis of information and comparison of sources from 30 scientific studies selected from specialized databases. The "subjects" of the analysis were the documents and theoretical constructs contained in the specialized literature published between 2019 and 2025. The results identified a consensus on neuroplasticity as the basis of learning, effective neuroeducational strategies (problem-based learning, gamification), the decisive influence of socio-emotional factors as modulators, and the dual effect of digital environments. It is concluded that the design of university learning experiences should be intentionally informed by neuroscience, integrating evidence-based principles that utilize brain plasticity to promote higher-order thinking skills and thus move beyond the traditional knowledge transmission model.