Neuroeducation, Emotions, and Lifelong Neuro-guidance: Neuromethodology, Neuroimaging, and Generative AI for Inclusion

The relationship among emotion, cognition, and learning constitutes one of the core tenets of contemporary psychology and neuroeducation. Emotions modulate attentional and mnemonic processes through circuits that integrate the amygdala, hippocampus, and prefrontal cortex, with differential effects on memory encoding and consolidation based on context and arousal level (Tyng et al., 2017). In recent decades, advancements in neuroimaging and the study of emotional regulation have refined the understanding of this functional architecture—especially the top-down prefrontal modulation of limbic systems—and underscored the importance of regulatory flexibility in dynamic contexts that more closely resemble classroom ecology (Hao et al., 2021; Hou et al., 2017).
Simultaneously, innovative approaches like neuro-guidance in a broad sense are emerging, calling for robust translational bridges between neuroscience and educational/psychological practice to inform lifelong personal, educational, and professional support processes (Jolles & Jolles, 2021). In parallel, the rapid advent of generative artificial intelligence (AI) is opening pathways for the personalization of learning and guidance—such as the dynamic adaptation of materials, feedback, and formative assessment—with promising initial evidence but also posing challenges related to validity, equity, and reliability that must be addressed empirically (Arslan et al., 2024; Jauhiainen & Garagorry, 2024).
This special issue proposes to compile interdisciplinary research that, by integrating neuroimaging, emotional regulation metrics, and generative AI tools, analyzes the role of emotions and emergent technologies in promoting inclusive and sustainable human development across the lifespan. A particular emphasis is placed on the responsible transfer of these findings into educational and guidance practices.

The aim of this special issue is to analyze how the interplay among neuroeducation, emotions, and neuro-guidance can contribute to human development and educational inclusion in a world characterized by digitalization. It seeks to bring together research that examines the role of emotions in lifelong learning, from childhood to older adulthood, exploring how they influence motivation, resilience, and competence acquisition. Furthermore, it intends to consolidate neuromethodology as an integrative approach that combines psychometric evidence, neurophysiological data, and real-world educational experiences. The inclusion of neuroimaging will allow for advances in the understanding of the neural networks linked to learning and guidance, while the incorporation of generative AI offers unprecedented opportunities to design personalized and accessible environments. Consequently, this monograph aspires to bridge the gap between basic and applied research, providing evidence useful for educational innovation and equity policies.

Areas of interest include, but are not limited to the following:
- Emotional regulation and its impact on learning across different life stages.
- Neuromechanical innovations for psychological and educational research.
- The use of neuroimaging techniques to understand cognitive-emotional dynamics in authentic learning contexts.
- The application of neuro-guidance and generative AI in personalizing educational support.

We will accept manuscripts presenting quantitative, qualitative, or mixed-methods approaches, as well as interdisciplinary contributions connecting psychology, education, neuroscience, and artificial intelligence. The ultimate goal is to establish a robust scientific framework that drives educational inclusion and human development in diverse and changing societies.

This monograph invites the submission of empirical studies, theoretical reviews, methodological proposals, and case studies that address the intersection among neuroeducation, emotions, and neuro-guidance.