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This article presents the results of an academic project within the context of the Doctorate in Education at the José Martí University of Latin America. The research process reviewed extensive specialized literature, allowing for the interpretation and systematization of the topic from a qualitative perspective. Based on a theoretical and empirical review, the needs of teachers are examined, and the importance of teacher training in neuroeducation is argued as a means to optimize teaching-learning processes, based on the principles of cognitive neuroscience and pedagogy. The challenges faced by teachers when integrating these innovative approaches are highlighted, including resistance to change, the need for continuous updating, and effective implementation in diverse educational contexts. The findings suggest that adequate awareness and understanding of neuroeducation can improve teachers' professional performance, enhance educational quality, and promote meaningful learning. The article concludes with a proposal for teachers to act as mediators between scientific knowledge and pedagogical practice, creating emotionally supportive educational environments aimed at fostering students' holistic development.
