NEUROPLASTICITY AND CRITICAL THINKING IN HIGHER EDUCATION: BRIDGING BRAIN SCIENCE AND PEDAGOGICAL PRACTICE
DOI:
https://doi.org/10.35631/IJMOE.831012Keywords:
Critical Thinking, Educational Learning Theories, Higher Education, Neuroplasticity, Pedagogical DesignAbstract
This conceptual paper explores the role of neuroplasticity in the development of critical thinking and pedagogical design in higher education. Neuroscience research has shown that the brain is structurally plastic, which means that it has the ability to change, reorganise, and strengthen its neural connections in response to internal experiences and external stimuli (Gazerani, 2025). There is increasing evidence that neuroplasticity is important for learning, however, current pedagogical frameworks rarely explain how neuroscientific principles can be systematically translated into instructional strategies that promote critical thinking. At present, the widespread adoption of artificial intelligence (AI) has implications for cognitive offloading, the use of external aids to reduce the processing load of a task, and what this might mean for sustained engagement and critical thinking. This paper draws on cognitive neuroscience, critical thinking literature and educational learning theories to propose a four-dimensional neuroplasticity-informed pedagogical framework incorporating Attentional Engagement (The Gateway), Cognitive Challenge (The Stimulus), Reflective Repetition (The Stabiliser) and Emotional and Social Embedding (The Catalyst) to demonstrate that the brain inherently possesses the ability to learn and rewire over time. As critical thinking is considered one of the core outcomes of tertiary education, this conceptual framework can assist educators in developing teaching methods and strategies to enhance and support cognitive development. The paper concludes by discussing pedagogical and institutional implications, limitations, and directions for future research.
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