TY  - JOUR
AU  - Alibogloo, Hatef Pourrashidi
PY  - 2026
DA  - 2026/05/18
TI  - The Integration of Cognitive Neuroscience Principles in Communication Education: A Comprehensive Review of Curricular Designs and Skill Transfer Efficacy
JO  - OBM Neurobiology
SP  - 337
VL  - 10
IS  - 02
AB  - This review explores the integration of cognitive neuroscience principles into communication education, focusing on how neuroscience-informed curricular designs enhance skill acquisition and transfer. A comprehensive literature search was conducted across primary scientific databases, including PubMed, Scopus, Web of Science, and ERIC, to identify relevant studies published between 2014 and 2025. Following a multi-stage screening process based on predefined inclusion and exclusion criteria, 15 peer-reviewed scientific articles were selected for qualitative analysis. Advances in cognitive neuroscience illuminate the brain mechanisms supporting communication and learning. These insights enable educators to develop interventions such as working memory training, neurofeedback, and virtual reality simulations. Theoretical frameworks like Cognitive Load Theory and Social-Cognitive Neuroscience effectively guide curriculum design. However, despite reported cognitive improvements, evidence linking these neurological gains to real-world communication outcomes remains limited. This study underscores the importance of interdisciplinary approaches combining neuroscience, education, psychology, and technology. By embracing brain-based evidence, educators can manage cognitive load and deepen skill mastery, ultimately improving communication effectiveness across diverse contexts.
SN  - 2573-4407
UR  - https://doi.org/10.21926/obm.neurobiol.2602337
DO  - 10.21926/obm.neurobiol.2602337
ID  - Alibogloo2026
ER  -