International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Analysis of the Impact of Cognitive Neuroscience on the Cognitive Learning Process: The Case of Moroccan Universities

Author(s) Ms. yousra Lafhel, Prof. Dr. Laila Belhaj
Country Morocco
Abstract Recent advances in cognitive neuroscience offer valuable tools for better understanding the mechanisms involved in learning processes, particularly in relation to selective attention, working memory, and emotional motivation. In the evolving context of Moroccan higher education marked by rapid massification, increasing diversity in student profiles, and ongoing digital transformation the integration of neuroscientific insights represents a major lever for rethinking university teaching practices.
This article examines how concepts derived from cognitive neuroscience are perceived and applied within Moroccan universities. Adopting a mixed-methods approach, the study draws on quantitative data collected from 120 students at a Moroccan university, as well as semi-structured interviews conducted with 12 academic stakeholders, including faculty members, pedagogical coordinators, and students from undergraduate, master’s, and doctoral programs. The findings reveal that 72% of students report difficulties maintaining concentration during lengthy lectures, while 65% believe that visual and interactive materials facilitate memory retention. On the other hand, faculty members express strong interest in neuroscience but lament the lack of structured training in this area.
These findings highlight an urgent need for continuous professional development in neuroeducation, along with the implementation of institutional policies that support the sustainable integration of neuroscientific knowledge. The article concludes by emphasizing the importance of grounding pedagogical innovation in a nuanced understanding of cognitive functioning, adapted to the specific realities of Moroccan higher education.
Keywords cognitive neuroscience, learning, attention, memory, motivation, Moroccan university, innovative pedagogy.
Published In Volume 7, Issue 5, September-October 2025
Published On 2025-09-02
DOI https://doi.org/10.36948/ijfmr.2025.v07i05.54502
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