Belief in neuromyths among primary school teachers: A cross-national study of 11 countries
Adiguzel O.C. Potvin P. Sarrasin J.B. Vanhoolandt C. Corfdir A. Japashov N. Mansurova A. Tsai C.-C. Wu C.-L. Elmas R. Atik-Kara D. Kucukkayhan S. Zaid A.-K. Kouchou I. Voulgari A. Sy O. Sakho I. Ng S.B. Charland P. Létourneau A.
September 2025Elsevier GmbH
Trends in Neuroscience and Education
2025#40
Background: This study compares primary school teachers beliefs in neuromyths related to brain function and learning across different cultural and linguistic contexts. Two main research questions are explored and analyzed: “Which neuromyths are believed by primary school teachers?” And “What are the formal and informal sources of these neuromyths among primary school teachers?” Methods: Data were collected from 1257 primary school teachers in 11 countries using the Multilingual Neuromyths Identification Questionnaire, available in eight languages. The descriptive survey design explored the prevalence of neuromyths and the sources that shape teachers understanding of learning and intelligence. Results: The findings indicate that 13 out of 21 neuromyths are prevalent in all of the countries that were surveyed. Notably, over 90 % of participants agreed with the theories of multiple intelligences and learning styles. These misconceptions are primarily acquired through formal sources, such as teacher training programmes and professional seminars, as well as through professional experience and personal intuition. In contrast, informal sources, such as the media and popular culture, appear to play a minor role in developing these beliefs. Conclusions: The persistence of neuromyths among teachers underscores a critical need for evidence-based neuroscience and cognitive psychology content in teacher education. This study underscores the urgent need to integrate evidence-based neuroscience and cognitive psychology into teacher education programs. The widespread belief in neuromyths highlights serious gaps in current educational policy and practice. To address this, coordinated national and international strategies are needed to inform ministries of education and policy makers about the prevalence and impact of these misconceptions.
Formal learning sources , Informal learning sources , International comparison , Neuromyths , Primary teacher training
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Department of Educational Sciences, Anadolu University and Université du Québec à Trois-Rivières 3351, boul. des Forges, P.O. Box 500, Trois-Rivières, G9A5H7, Qc., Canada
Department of Didactics, Université du Québec à Montréal (UQAM) C.P. 8888, Succursale Centre-ville, Montréal, H3C3P8, Qc., Canada
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Program of Learning Sciences & Institute for Research Excellence in Learning Sciences, National Taiwan Normal University No. 162, Section 1, Heping E Rd, Daan District, Taipei City, Taiwan
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Faculty of Education
Ecole Normale Supérieure (ENS), Laboratory(LIRDEF), University Cadi Ayyad, Marrakesh, Morocco
Department of Educational Sciences, Université du Québec à Trois-Rivières 3351, boul. des Forges, P.O. Box 500, Trois-Rivières, G9A5H7, Qc., Canada
Department of Administration and Management of Education and Training, Université Cheikh Anta Diop de Dakar, Dakar-fann, BP 5005, Senegal
Faculty of Education, SEGi University, Taman Sains Selangor, Selangor, Petaling Jaya, 47810, Malaysia
Department of Educational Sciences
Department of Didactics
Faculty of Education
Department of Physics and Technology
Department of Physics
Program of Learning Sciences & Institute for Research Excellence in Learning Sciences
Faculty of Education
Faculty of Education
Faculty of Education
Ecole Normale Supérieure (ENS)
Department of Educational Sciences
Department of Administration and Management of Education and Training
Faculty of Education
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