SEM model to determine the relationship between neurodidactics, inclusive education and sustainability

Abstract

The research presented here is based on the objective of analyzing whether there is a relationship between neurodidactics, educational inclusion and sustainability in a university context. The starting point was a non-experimental, descriptive, explanatory and correlational research, using an ad hoc Likert scale as a data collection instrument, which has been validated in content and construct through an exploratory factor analysis. The sample consisted of undergraduate and graduate students from the University of Jaen (Spain). The results obtained allow us to establish important points for reflection, such as the concept of neurodidactics in the university context, simplified to neurotransmitters, brain areas or multiple intelligences, as well as reducing inclusion to the existence of students with disabilities in the classroom, or to a sustainability that is not considered a driver of change in the current educational system. The conclusion obtained from SEM modeling is the existence of a very strong relationship between neurodidactics and educational inclusion, and of the latter with sustainability, while there is a low relationship between neurodidactics and sustainability.