Neurodidactic self-awareness of teachers and its application in the classroom with Information and Communication Technologies

Abstract

Neurodidactic self-awareness among teachers is vital for enhancing educational practices and integrating Information and Communication Technologies (ICT) in the classroom, especially in an educational context that demands adaptability and emotional competencies. This study aims to analyze how such self-awareness influences teaching practices and technology use. Three specific objectives are proposed: first, to investigate how teachers understand and reflect on their qualities, emotions, and teaching styles, as well as the impact of this self-awareness on their educational work; second, to evaluate how teachers apply ICT in their teaching strategies and how this integration is mediated by their self-awareness; and finally, to promote the development of emotional competencies that improve teachers' ability to manage the classroom and connect with students. A mixed-methods approach was employed with a sample of 101 teachers from the Technical State University of Quevedo, using a structured questionnaire. Results indicate a moderate level of neurodidactic self-awareness, in self-awareness, in ICT application, and in emotional competencies. A correlation of 0.987 was found between self-awareness and ICT application, as well as between self-awareness and emotional competencies. Conclusions highlight the need to strengthen both self-awareness and emotional competencies alongside ICT training, proposing a comprehensive approach in teacher education to improve educational quality and foster a positive learning environment.