Neuroplasticity and Executive Functions as Predictors of Meaningful Learning in Basic Education Students

Abstract

Meaningful learning during Basic Education depends on the interaction between neurobiological and cognitive processes that enable learners to progressively acquire, organise, relate and apply knowledge. Neuroplasticity provides the nervous system with the capacity to adapt in response to experience, while executive functions contribute to attention, working memory, inhibitory control, cognitive flexibility and planning, all of which are associated with performance in response to academic demands. The purpose was to analyse, from a documentary perspective, the relationship between neuroplasticity and executive functions and meaningful learning, considering the neurocognitive foundations associated with the acquisition, integration and application of knowledge. A qualitative, descriptive and interpretive study was conducted through documentary analysis, following the principles of PRISMA 2020. The findings revealed a complementary relationship between neurobiological adaptation, cognitive regulation and the integration of prior knowledge, with executive functions showing a closer association with academic demands and neuroplasticity demonstrating a broader role in brain adaptation. The potential predictive capacity of these dimensions was interpreted from a multifactorial perspective, considering the interaction of individual, educational, emotional and environmental conditions. It is concluded that both dimensions constitute relevant neurocognitive factors for understanding the construction, consolidation and transfer of meaningful learning during Basic Education.