A neuroeducational approach to STEM education: Integrating real-time cognitive analysis and cognitive load theory to optimize teaching and learning at universities

A neuroeducational approach to STEM education: Integrating real-time cognitive analysis and cognitive load theory to optimize teaching and learning at universities. BACKGROUND: The relevance of science, technology, engineering, and mathematics (STEM) education to effectively meet challenging academic requirements has become imperative for university entrants. With emerging advancements within the domain of learning neuroscience and analytics, it has become possible to analyze and track the real-time mental states of learners. This has opened several avenues to apply the theoretical perspectives of Cognitive Load Theory (CLT). Though applications of neuro-technological interventions for learning have become widely sought, their effective implementation within STEM education has not been comprehensive at the university level. The innovations brought about within this study include its conceptual fusion for STEM education based upon real-time mental state analysis and CLT. The goal of this research is to integrate the current research findings on real-time cognitive analysis practices used in STEM education in universities and analyze how cognitive load can be monitored dynamically and discuss teaching practices according to principles of CLT to improve effectiveness and inclusiveness for better cognitive load management throughout learning. MATERIALS AND METHODS: A systematic narrative review with cross-case synthesis was conducted using peer-reviewed empirical studies published between 2018 and 2025. The relevant articles were identified through the searching of databases such as Scopus, Web of Science, ERIC, and PsycINFO. Studies focusing on higher education STEM contexts were included if they employed neuroeducational tools (e.g., electroencephalography, functional near-infrared spectroscopy, eye tracking, or artificial intelligence-driven analytics) or incorporated instructional designs informed by Cognitive Load Theory (CLT). A standardized framework for extracti…