Teaching & Training Students in Brain Sciences: Timely Collaborative Resource Sharing

Education in the brain sciences has evolved significantly, moving beyond conventional single-discipline structures to encompass a wide range of interdisciplinary approaches. Fields such as psychology, cognitive science, behavioral biology, counseling, and health sciences now play pivotal roles in preparing students for careers in the rapidly expanding realm of brain and behavioral sciences. Despite the enthusiasm for these integrative programs, many institutions encounter challenges related to limited resources, shifting student needs, and the growing complexity of the knowledge required. Recent advances in pedagogy highlight the effectiveness of cross-disciplinary teaching models, technology-enhanced instruction, and inclusive practices, yet persistent gaps remain in implementing adaptable and scalable solutions—particularly for programs without extensive infrastructure or dedicated brain science departments.

At the same time, rapidly changing technological ecosystems and the increasing presence of AI-based tools in education are reshaping how learners engage with content, with teachers, and with one another. These shifts raise important questions about how cognitive processes such as attention, reasoning, creativity, and self-regulated learning develop and manifest in different instructional contexts. Understanding the cognition of the person—including how individual learners think, learn, and create across varied environments—is central to designing effective and equitable brain science education.

This Research Topic aims to gather and disseminate innovative, evidence-informed strategies that can be adapted across diverse institutional settings to strengthen brain science education, with particular attention to cognitive processes in learners. The main objective is to highlight creative pedagogical approaches, curricular designs, mentorship frameworks, and collaborative resource-sharing initiatives that ultimately empower students with practical skills, interdisciplinary perspectives, and robust professional development. Contributors are encouraged to address how scalable models can reduce disparities in resources and prepare learners from varying backgrounds for success in the evolving landscape of brain and behavioral sciences.

To gather further insights into enhancing educational impact, cognitive development, and resource sharing in brain sciences, we invite contributions that focus on varied and adaptable strategies across institutional contexts. The scope includes a wide range of instructional and support models relevant to programs with and without extensive resources. We particularly welcome submissions that examine cognitive aspects of learning in contemporary educational environments, including:

• How learning pathways differ between children and students who use digital technologies and those who do not, and how these differences relate to attention, memory, problem-solving, and other cognitive processes
• Personalized learning approaches, including how instructional methods and technologies can be mapped to the cognitive profiles and needs of different students (e.g., students with autism or other neurodivergent learners)
• Differences between teachers and AI systems in supporting learning, feedback, and creativity, and how these dynamics influence learners’ cognitive and creative outcomes

In addition, we welcome articles addressing, but not limited to, the following themes:

• Cross-disciplinary or interdepartmental teaching models
• Resource-conscious instructional strategies in psychology, behavior, and health programs
• Approaches for integrating ethics, communication, data literacy, and applied skills
• Mentorship and student development frameworks for diverse career readiness
• Community-engaged learning, field-based, and practicum experiences
• Digital, hybrid, and technology-enhanced teaching methods
• Creation or assessment of Open Educational Resources for brain science curricula
• Strategies supporting highly sensitive or underserved populations
• Assessment and practices guiding sustainable curriculum enhancement

Appendix: Original Research, Brief Research Reports, Case Reports, Reviews/Systematic Reviews, Mini Reviews, and Perspective articles are welcome, with emphasis on models that are adaptable and transferable across educational settings and that explicitly engage with learners’ cognition in brain science education.

Article types and fees

This Research Topic accepts the following article types, unless otherwise specified in the Research Topic description:

• Brief Research Report
• Clinical Trial
• Conceptual Analysis
• Curriculum, Instruction, and Pedagogy
• Data Report
• Editorial
• FAIR² Data
• FAIR² DATA Direct Submission
• General Commentary
• ... View all formats

Articles that are accepted for publication by our external editors following rigorous peer review incur a publishing fee charged to Authors, institutions, or funders.

Article types

This Research Topic accepts the following article types, unless otherwise specified in the Research Topic description:

• Brief Research Report
• Clinical Trial
• Conceptual Analysis
• Curriculum, Instruction, and Pedagogy
• Data Report
• Editorial
• FAIR² Data
• FAIR² DATA Direct Submission
• General Commentary
• Hypothesis and Theory
• Methods
• Mini Review
• Opinion
• Original Research
• Perspective
• Policy and Practice Reviews
• Registered Report
• Review
• Study Protocol
• Systematic Review
• Technology and Code

Keywords: Brain science education, interdisciplinary teaching, collaborative resource sharing, pedagogical innovation, curriculum development

Important note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.