Instructional Module: A Guide to Fostering Neuroplasticity in Engineering Education

Abstract

When discussing education in the 21st century, it is also essential to consider new concepts that shape this process, particularly with the rise of neuroscience. Neologisms such as neuroplasticity have emerged to rethink how learning is constructed. Therefore, the purpose of this study is to evaluate the effectiveness of implementing an instructional module to foster neuroplasticity in general chemistry learning. This study employed an experimental design and was developed using the ADDIE methodology. The sample population consisted of 240 students from the preparatory course for mechanical and electrical engineering programs across three educational institutions in two countries in the region: in Ecuador, the Instituto Tecnológico Bolivariano de Tecnología (ITB) and the Universidad Bolivariana del Ecuador; and in Venezuela, the Universidad Latinoamericana y del Caribe (ULAC). The main results revealed that instructors do not design resources based on the principles of neuroplasticity, which hindered the learning process of a subject as crucial as chemistry. However, after applying the instructional module—designed according to neuroplasticity principles—students’ learning outcomes improved, leading to better academic performance.