Introduction to the special issue: Bringing the brain into education: The application of findings from the Science of Learning to teacher training and development

The Science of Learning, “the scientific study of the underlying bases of learning with the goal of describing, understanding, or improving learning across developmental stages and diverse contexts”, has continued to garner considerable interest from researchers, policymakers, and members of the general community. While interest in this area is not limited to any one discipline, educational researchers and practitioners likely constitute the most significant driving force. In collaboration with other experts from fields as diverse as psychology, neuroscience, artificial intelligence, and sociology, researchers in the Science of Learning have leveraged innovative methodologies to investigate the complexities of how individuals acquire, retain, and apply knowledge. This cross-disciplinary approach has led to groundbreaking discoveries such as the brain networks underlying reading and mathematical thinking, the association between executive function and academic performance, and the impact of socio-cultural factors on learning. Such cross-disciplinary efforts have been crucial in developing both a deeper understanding of how learning occurs and factors underlying observed differences in this complex ability.

The above is an editorial introducing a special issue of the journal Trends in Neuroscience and Education (Cite Score: 6.3; Impact Factor: 3.4) edited by Dr Adam John Privitera (CRADLE@NTU), Professor S.H Annabel Chen (CRADLE@NTU), & Associate Professor Maria Teresa Carthery-Goulart (Federal University of ABC, Brazil; The University of Hong Kong).

The special issue can be accessed through this link: https://www.sciencedirect.com/special-issue/10054VJ6HG3.