Deadline for submission: 1st February 2020

Guest Editors:

  • Anna Carballo-Márquez (Internacional University of Catalonia. Spain) –
  • Philip D. Zelazo (University of Minnesota. United States) –

Nowadays, Education is experiencing a strong current of renewal and pedagogical change based on reflective practice due to the important and accelerated social and technological changes that have come with the new century. In this eagerness to find a theoretical framework that can justify these changes from a scientific and rigorous point of view, educators have begun to be more and more interested in the implications that an empirical field such as Neurosciences can contribute to the design of teaching-learning situations. In this sense, Cognitive Neuroscience has experienced an important advance in the last decades, mainly due to the technological development of neuroimaging techniques that have allowed to study the human brain in vivo. Many of these studies have focused on the processes of learning and memory, so that they have allowed us to explore how the brain codes, elaborates, retains and recovers information, and how some factors intervene or interfere in these neurobiological processes that sustain learning and cognitive development. From this growing interest Educational Neuroscience is born, as a new interdisciplinary domain oriented towards the study and improvement of teaching-learning processes from a scientific perspective, and based on the brain functioning.

In this issue, researchers are invited to present studies that aim at promoting and diffusing research on Neuroscience in Education or Educational Neuroscience.


  • Possibilities and Limitations of Neuroscience and Education interactions.
  • Neurodevelopment and Learning.
  • Emotional brain and Learning.
  • Social brain and Learning.
  • Executive Functions and Learning.
  • Pedagogical approaches and neurocognitive development.
  • Learning ambiances and neurocognitive development.
  • Body-mind interactions (sleep, food, movement) and Learning.
  • Transnational studies in Neuroscience in Education.
  • Neurocognitive teachers profile and students’ performance.
  • Educational Neuroscience research methods.
  • Controversial issues in Educational Neuroscience.

Bordón publishes articles about researches – not essays –in which the methodology and contributions should be clear. Bordón is looking for articles coming from researches and showing results based on evidence.

The authors should follow the rules of Bordón. Especially the length of the article and the summary, the IMRD (Introduction, Methodology, Results and Discussion) format and APA style, as well as the international and update references.

Submission guidelines:

If you have any other questions regarding the special issue, please send an email to:

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