A Neuroscientific View on 21st Century Learning
By Darío Verdasco Cebrián
Over the past two decades, classrooms have changed as much as the world around us. Books, paper, and handwriting now coexist with touchscreens, interactive content, and, more recently, artificial intelligence (AI). This leap has understandably sparked debate among families and teachers: Are pupils learning more effectively? How does this new way of studying affect the brain? What does science tell us?
Fortunately, thanks to advances in neuroscience, we now have increasingly clear answers. This field has shown that the brain is not a static organ, but one that constantly adapts to what it learns. This ability to reorganise itself and form new connections is known as neural plasticity, and it underpins all meaningful learning.
The Value of Traditional Methods
For years, research has highlighted that certain traditional methods (such as reading on paper or writing by hand) continue to offer clear benefits. A study published in the Cognitive Development Journal (2024) found that children understand texts better when reading in print. Another, reported in Neuropsychology Review (2021), concluded that handwriting activates more brain regions linked to memory than typing on electronic devices. These practices therefore remain essential in education and should have a dedicated place in the classroom.
How Does Technology Contribute
Contrary to what some might believe, screens can also support brain development. According to a review published in the International Journal of Mental Health and Addiction (2021), controlled screen use can stimulate functions such as selective attention and rapid decision-making, skills that are crucial in today’s society.
More recent research, such as that published in Frontiers in Neuroscience (2023), has shown that moderate exposure to digital media improves functional connectivity between key areas of the adolescent brain, such as the prefrontal cortex (which is involved in planning, impulse control, and organising ideas) and the thalamus, which regulates attention and sensory processing. In other words: well-guided use of technology not only avoids harming the brain, but can actually enhance its performance in areas that are vital for learning.
A Clear Conclusion: Balance and Judgement
At Shackleton International School, we believe that learning should be deep, rigorous, and suited to the times we live in. That is why we combine the use of books and traditional writing with digital tools and artificial intelligence, without replacing one with the other. The goal is not to choose between the past and the future, but to build a coherent educational present based on scientific evidence and tailored to our pupils’ real needs.
As Jean Piaget once said: “The principal goal of education is to create people who are capable of doing new things, not simply repeating what other generations have done” (quoted in Papert, 1993).
That is the path we follow.
References
- Frontiers in Neuroscience. (2023). Digital media exposure and adolescent brain connectivity. Frontiers in Neuroscience.
- Harvard Medical School. (2024). Effects of screen use on brain development. Harvard University Press.
- International Journal of Mental Health and Addiction. (2021). Screen media use and cognitive development in adolescents. International Journal of Mental Health and Addiction.
- Research Study. (2024). Paper reading and comprehension. Cognitive Development Journal.
- Research Study. (2021). Handwriting vs. typing: Brain activation differences. Neuropsychology Review.
- University of Cincinnati. (2023). Moderate screen use and brain structure in children. Journal of Cognitive Neuroscience.