Granado de la Cruz, ElenaGago Valiente, Francisco JavierGavín Chocano, ÓscarPérez Navío, Eufrasio2025-09-162025-09-162025-08-04Granado De la Cruz, E., Gago-Valiente, F. J., Gavín-Chocano, Ó., & Pérez-Navío, E. (2025). Education, Neuroscience, and Technology: A Review of Applied Models. Information, 16(8), 664. https://doi.org/10.3390/info16080664https://hdl.handle.net/10272/27092Advances in neuroscience have improved the understanding of cognitive, emotional, and social processes involved in learning. Simultaneously, technologies such as artificial intelligence, augmented reality, and gamification are transforming educational practices. However, their integration into formal education remains limited and often misapplied. This study aims to evaluate the impact of technology-supported neuroeducational models on student learning and well-being. A systematic review was conducted using PubMed, the Web of Science, ScienceDirect, and LILACS, including open-access studies published between 2020 and 2025. Selection and methodological assessment followed PRISMA 2020 guidelines. Out of 386 identified articles, 22 met the inclusion criteria. Most studies showed that neuroeducational interventions incorporating interactive and adaptive technologies enhanced academic performance, intrinsic motivation, emotional self-regulation, and psychological well-being in various educational contexts. Technology-supported neuroeducational models are effective in fostering both cognitive and emotional development. The findings support integrating neuroscience and educational technology into teaching practices and teacher training, promoting personalized, inclusive, and evidence-based education.engAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/NeuroeducationEducational technologyMeaningful learningEmotional regulationPedagogical innovationjournal articlehttps://doi.org/10.3390/info16080664open access32 Ciencias Médicas