Neuroscience of Learning, Mental Health, and Cultural Adaptation: Cognitive, Pedagogical, and Psychological Perspectives

Dear Colleagues,

Aims and Scope: This Special Issue examines the interplay among cognitive neuroscience, pedagogical practice, and mental health in learning and cultural adaptation. Education and mental health have a profound relationship, as cognitive and neural processes underlie individuals' abilities to learn, acculturate new cultural contexts, and break psychological resistances. Such knowledge is relevant to informing efficacious teaching practices, developing educational inclusivity, and optimizing mental health interventions in multicultural and clinical populations. The objective of this Special Issue is to bring together cross-disciplinary research that incorporates knowledge from neuroscience, pedagogy, psychology, and education to explore how cognition, emotional regulation, and neuropsychological functions impact learning, teaching practices, and mental well-being in varying cultural and educational settings. Topics of interest include neural mechanisms of learning and teaching in multicultural, multilingual, and neurodiverse classrooms; pedagogical approaches informed by cognitive neuroscience, including personalized learning and neuroeducation; cognitive and emotional resilience in students and educators adapting to culturally diverse environments; the role of mental health in learning outcomes, with insights from clinical psychology and neuropsychology; intercultural education and cognitive flexibility, including the neural basis of empathy, social cognition, and adaptability; the impact of stress, trauma, and migration on cognitive functions and academic performance; neuroscientific and psychological perspectives on prejudice, bias, and intercultural competence in education; the relationship between executive function, decision-making, and academic success in diverse educational settings; multidisciplinary interventions to improve learning, mental health, and social inclusion, integrating neuroscience, pedagogy, and counseling. We invite neuroscientists, psychologists, educators, and mental health professionals to submit work to enhance our understanding of how pedagogy and cognitive neuroscience can shape educational practice and psychological well-being. The Special Issue is open to original research, systematic reviews, and theoretical papers that aid the advancement of knowledge in these converging disciplines.

Dr. Evgenia Gkintoni
Prof. Dr. Georgios Nikolaou
Prof. Dr. Stephanos Ph Vassilopoulos
Guest Editors

Manuscript Submission Information

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