Be at the forefront of the field of education with the support of Neurosciences applied to teaching and discover a new and exciting way to approach your profession"

This Professional Master’s Degree in Neurosciences for Teachers offers a broad and comprehensive vision of the complex world of Neurosciences from an applied perspective. Starting from the biological principles and neuroimaging techniques, the different practical approaches existing in this discipline are collected.

In this program, the teaching professional will learn to understand and interpret the Neurosciences in order to apply them to their teaching experience.

During the specialization, two types of neuropsychological programs will be covered: the eminently biological ones focused on the neuronal principles and genetics of the brain, and the exclusively clinical programs, where the problems associated with pathologies affecting the brain and neurodegenerative diseases will be studied in depth. This bilateral approach facilitates better understanding of the functioning of Neurosciences from different fields, so that professionals have different options available to them.

This Professional Master’s Degree addresses the new branches of Neuroscience that are currently under development, both theoretical and applied, such as Neuromarketing and Neuroeducation, and introduces the new branches that, in a few years, will be highly demanded by different sectors, such as Neuroeconomics or Neuroleadership. These emerging areas have not yet been included in typical educational programs, making this program a unique opportunity that will provide teachers with exclusive training.

Students will have access to the latest advances in Neurosciences with the most complete theoretical contents and through a developed learning system supported by practice. As a result, at the end of their specialization, they will be able to incorporate everything they have learned into their work.

A qualitative advantage over other professionals in the sector that will make it easier for teaching professionals to enter the job market or get a promotion, with extensive theoretical and practical knowledge that will improve their professional skills.

Enter the field of Neurosciences applied to teaching and become an expert in Neurosciences for Teachers"

This Professional Master’s Degree in Neurosciences for Teachers contains the most complete and up-to-date educational program on the market. The most important features of the program include:

  • More than 75 practical cases presented by experts in Neurosciences for Teachers
  • The graphic, schematic, and practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional practice
  • The latest developments in Neurosciences for Teachers
  • Practical exercises where the self-evaluation process can be carried out to improve learning
  • Special emphasis on innovative methodologies in Neurosciences for Teachers
  • All of this will be complemented by theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
  • Content that is accessible from any fixed or portable device with an Internet connection

Through the PBL learning system, this program will provide you with the experience and skills required for Neuroscience applied to teaching"

The program is taught by professionals with extensive experience in the field of Neurosciences for Teachers, as well as renowned specialists from leading societies and prestigious universities. 

Thanks to its multimedia content, developed with the latest educational technology, the professional will enjoy situated and contextual learning. In other words, a simulated environment that will provide immersive learning, programmed to train for real situations. 

This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise throughout the program. This will be done with the help of an innovative interactive video system, one of the most advanced in the educational market.  

A program that will provide you with the ability to approach any situation that arises in the classroom, with the vision of a specialist"

A high-level educational and technological program with which you will be able to change the way you approach your work in the classroom"


The structure of the contents has been designed by a team of professionals from leading educational centers and universities. By prioritizing the incorporation of new information and communication technologies, this program is an example of innovative training that is always completely up to date. 

maestria online neurociencias para docentes

The most complete and advanced educational program on the market, with specific contents, aimed at guaranteeing the best online learning results"

Module 1. Principles of Neurosciences

1.1. The Nervous System and Neurons

1.1.1. The Formation of the Nervous System
1.1.2. Types of Neurons

1.2. Neurobiological Principles of the Brain

1.2.1. Brain Hemispheres and Lobes
1.2.2. Localizationism vs. Brain Functionalism

1.3. Genetics and Neurodevelopment

1.3.1. Undifferentiated Neurons
1.3.2. Programmed Neuronal Death

1.4. Myelination

1.4.1. Electrical Interneuronal Communication
1.4.2. Role of Myelin in Neurons

1.5. Brain Neurochemistry

1.5.1. Interneuronal Chemical Communication
1.5.2. Neurohormones and Their Functions

1.6. Plasticity and Brain Development

1.6.1. Age vs. Neuronal Plasticity
1.6.2. Neurodevelopment

1.7. Hemispheric Differences

1.7.1. Right Brain
1.7.2. Left Brain

1.8. Interhemispheric Connectivity

1.8.1. White Matter
1.8.2. Differences Between Genders

1.9. Localizationism vs. Functionalism

1.9.1. Hemispheric Functions
1.9.2. New Localizationism

1.10. Invasive vs. Non-Invasive Techniques for Studying the Brain

1.10.1. Invasive Techniques
1.10.2. Non-Invasive Techniques

Module 2. The Emotional Brain

2.1. The Emotional Brain

2.1.1. Papez Circuit
2.1.2. The Limbic Brain

2.2. Positive vs. Negative Emotions

2.2.1. Amygdala and Positive Emotion
2.2.2. Amygdala and Negative Emotion

2.3. Arounsal vs. Valence

2.3.1. The Intensity of Emotion
2.3.2. The Affective Value of Emotion

2.4. Emotional Intelligence and the Education of Emotions According to the Mayer and Salovey Model

2.4.1. Emotional Intelligence
2.4.2. The Model of Mayer and Salovey

2.5. Other Emotional Intelligence Models and Emotional Transformation

2.5.1. Emotional Maturation vs. Emotional Intelligence
2.5.2. Emotional Relearning

2.6. Social-Emotional Competencies and Creativity by Level of Intelligence

2.6.1. Intelligence and Social Skills
2.6.2. Intelligence and Creativity

2.7. Emotional Coefficient vs. Intelligence

2.7.1. Academic Intelligence
2.7.2. Multiple intelligences

2.8. Alexithymia vs. Hyper-Emotivity

2.8.1. Emotional Illiteracy
2.8.2. Hypersensitivity to Emotions

2.9. Emotional Health

2.9.1. Intelligence and Emotion
2.9.2. Emotional Intelligence

2.10. The Social Brain

2.10.1. Creativity and Intelligence
2.10.2. Self-Knowledge and Intelligence

Module 3. Neuropsychology

3.1. Principles of Neuropsychology

3.1.1. Defining Neuropsychology
3.1.2. Psychological Processes
3.1.3. Neuropsychological Assessment

3.2. Sensation and Awareness

3.2.1. Defining Sensation
3.2.2. Neurological Basis of Sensation
3.2.3. Evaluation of Sensation
3.2.4. Defining Perception
3.2.5. Neurological Foundations of Perception
3.2.6. Evaluation of Perception

3.3. Attention

3.3.1. Defining Attention
3.3.2. Neurological Foundations of Attention
3.3.3. Care Evaluation
3.3.4. Attention Disturbances

3.4. Memory

3.4.1. Defining Memory
3.4.2. Neurological Foundations of Memory
3.4.3. Memory Evaluation
3.4.4. Alterations of Memory

3.5. Emotion

3.5.1. Defining Emotion
3.5.2. Neurological Foundations of Emotion
3.5.3. Emotion Evaluation
3.5.4. Emotional Disturbances

3.6. Language

3.6.1. Defining Language
3.6.2. Neurological Foundations of Language
3.6.3. Language Evaluation
3.6.4. Language Impairment

3.7. Executive Functions

3.7.1. Defining Executive Functions
3.7.2. Neurological Foundations of Executive Functions
3.7.3. Executive Functions Assessment
3.7.4. Executive Function Disorders

3.8. Motivation

3.8.1. Defining Motivation
3.8.2. Neurological Basis of Motivation
3.8.3. Motivation Assessment
3.8.4. Alterations of Motivation

3.9. Metacognition

3.9.1. Defining Metacognition
3.9.2. Neurological Foundations of Metacognition
3.9.3. Metacognition Assessment
3.9.4. Metacognition Disorders

3.10. Intelligence

3.10.1. Defining Intelligence
3.10.2. Neurological Foundations of Intelligence
3.10.3. Evaluation of Intelligence
3.10.4. Intelligence Disorders

Module 4. Neuroeducation

4.1. Neural Principles of Learning

4.1.1. Experience on a Neural Level
4.1.2. Learning on a Neural Level

4.2. Cerebral Learning Models

4.2.1. Traditional Learning Models
4.2.2. New Learning Models

4.3. Cognitive Processes and Learning

4.3.1. Cognitive Processes and the Brain
4.3.2. Cognitive Processes and Learning

4.4. Emotions and Learning

4.4.1. Emotion and the Brain
4.4.2. Emotion and Learning

4.5. Socialization and Learning

4.5.1. Socialization and the Brain
4.5.2. Socialization and Learning

4.6. Cooperation and Learning

4.6.1. Cooperation and the Brain
4.6.2. Cooperation and Learning

4.7. Self-Control and Learning

4.7.1. Self-Control and the Brain
4.7.2. Self-Control and Learning

4.8. Different Minds, Different Learning Experiences

4.8.1. Different Minds from Neuroeducation
4.8.2. Giftedness from Neuroeducation

4.9. Neuromyths in Education

4.9.1. The Brain and Adult Learning
4.9.2. The Brain and Learning in Autism

4.10. Neurodidactics Applied to the Classroom

4.10.1. The Neurodidactics of Attention
4.10.2. The Neurodidactics of Motivation

Module 5. Neurolinguistics

5.1. Language and the Brain

5.1.1. Communicative Processes of the Brain
5.1.2. The Brain and Speech

5.2. The Psycholinguistic Context

5.2.1. Foundations of Psycholinguism
5.2.2. The Brain and Psycholinguism

5.3. Language Development vs. Neural Development

5.3.1. Neural Foundations of Language
5.3.2. Neural Development of Language

5.4. The Spoken Language and Written Language

5.4.1. Childhood and Language
5.4.2. Adulthood and Language

5.5. The Brain in Bilingualism

5.5.1. Native Language at the Neural Level
5.5.2. Multiple Languages at the Neural Level

5.6. Developmental Speech and Language Disorders

5.6.1. Intelligence and Linguistic Development
5.6.2. Types of Intelligence and Language

5.7. Childhood Language Development

5.7.1. Phases of Language in Childhood
5.7.2. Difficulties in Childhood Language Development

5.8. Adolescent Brain

5.8.1. Adolescence Language Development
5.8.2. Language Difficulties in Adolescence

Module 6. Neuromarketing

6.1. The Brain and Decisions

6.1.1. Single or Multiple Choices
6.1.2. The Neural Learning of Choices

6.2. Pleasure vs. Surprise

6.2.1. The Brain and Pleasure
6.2.2. The Brain and Surprise

6.3. The Consumer Brain

6.3.1. Decisions and Choices on a Neural Level
6.3.2. Consumption as the Purpose of Choosing

6.4. The Ages of the Brain

6.4.1. Child Brain and Choices
6.4.2. Adult Brain and Choices

6.5. Male Brain vs. Female

6.5.1. Male Brain and Choices
6.5.2. Female Brain and Choices

6.6. Mirror Neurons and Social Behavior

6.6.1. The Relevance of Mirror Neurons in Marketing
6.6.2. Social and Prosocial Behavior in Marketing

6.7. Learning and Memory

6.7.1. Learning Decisions
6.7.2. Remembering and Forgetting Decisions

6.8. Neuromarketing Evaluation Techniques

6.8.1. Invasive Neural Techniques
6.8.2. Non-Invasive Neural Techniques

6.9. Neuromarketing Successes and Failures

6.9.1. Applied Cases of Neuromarketing
6.9.2. Neuromarketing Results

6.10. Sales Techniques vs. Neuromarketing

6.10.1. Sales Technology and the Brain
6.10.2. Neuromarketing and Sales

Module 7. Neuroeconomics

7.1. The Economic Brain

7.1.1. Numbers and the Brain
7.1.2. Mathematics and the Brain

7.2. Neural Foundations of Calculation Errors

7.2.1. Simple vs. Complex Calculations. Complexity
7.2.2. Common Mathematical Mistakes

7.3. Development of the Mathematical Brain

7.3.1. Language vs. Mathematics on a Cerebral Level
7.3.2. Mathematical Development

7.4. Mathematics vs. Intelligence

7.4.1. Intelligence and Mathematics
7.4.2. Multiple and Mathematical Intelligences

7.5. Trends and Fads at the Neural Level

7.5.1. Implicit Theories vs. Explicit Trend Indicators
7.5.2. Fashion and Neural Idiom

7.6. Risk Assumption vs. Conservation

7.6.1. Personality and Risk
7.6.2. The Brain and Risk

7.7. Mathematical Biases

7.7.1. The Basic Biases of Mathematics
7.7.2. The Complex Biases of Mathematics

7.8. Emotions vs. Economy

7.8.1. Positive Neural Emotions and the Economy
7.8.2. Negative Neural Emotions and the Economy

7.9. Economic Success and Failure

7.9.1. Economic Success on a Neural Level
7.9.2. Economic Failure on a Neural Level

7.10. Economic Psychopathology

7.10.1. Clinical and Economic Psychology
7.10.2. Personality and the Economy

Module 8. Neuroleadership

8.1. Genetic Leadership vs. Environmental Leadership

8.1.1. The Genetics of Leadership
8.1.2. Training the Leader

8.2. Leadership Styles

8.2.1. Types of Leadership
8.2.2. Delegating Leadership

8.3. Neural Biases

8.3.1. Leader on a Neural Level
8.3.2. Employee on a Neural Level

8.4. Habits and Change of Patterns

8.4.1. The Leader’s Patterns
8.4.2. The Employee's Patterns

8.5. Emotion vs. Leadership

8.5.1. The Leader’s Emotions
8.5.2. The Employee’s Emotions

8.6. Communicative Skills

8.6.1. The Leader’s Communication
8.6.2. The Employee’s Communication

8.7. The Stressed Brain

8.7.1. The Leader’s Stress
8.7.2. The Employee's Stress

8.8. Self-Management vs. Assigning Responsibility

8.8.1. The Leader's Self-Management
8.8.2. The Employee's Responsibility

8.9. Successes and Failures on a Neural Level

8.9.1. The Leader’s Successes and Failures
8.9.2. The Employee's Successes and Failures

8.10. Neuroleadership Optimization Strategies

8.10.1. Neuroleadership Training
8.10.2. Successes in Neuroleadership

Module 9. Neuropolitics

9.1. The PoliticalBrain

9.1.1. The Social Brain
9.1.2. The Political Option on a Neural Level

9.2. Attentional Biases

9.2.1. Personal Choice
9.2.2. Family Tradition

9.3. Political Affiliation

9.3.1. Belonging to a Group
9.3.2. Group Biases

9.4. Political Emotions

9.4.1. The Positive Emotions of Politics
9.4.2. The Negative Emotions of Politics

9.5. Right vs. Left

9.5.1. Right-Wing Brain
9.5.2. Left-Wing Brain

9.6. The Politician’s Image

9.6.1. Candidate and the Brain
9.6.2. Political Collaborators and the Brain

9.7. The Party Brand

9.7.1. Political Branding
9.7.2. The Brain and Political Brands

9.8. Political Campaigns

9.8.1. Advertising Campaigns in Politics
9.8.2. Electoral Campaigns in Politics

9.9. The Decision to Vote

9.9.1. The Voter’s Profile
9.9.2. The Undecided Person’s Profile

9.10. New Tools Applied to Neuro-Politics

9.10.1. Cases of Application of Neuro-Politics
9.10.2. Successes of Neuro-Politics

Module 10. Other Branches of Applied Neurosciences

10.1.  Neurobranding

10.1.1. Personal Brand and Personal Style in the Brain
10.1.2. Improving Brain Branding with Neuroscience Techniques

10.2. Neuroarchitecture

10.2.1. Amazement and Awe in Neuroscience
10.2.2. Functionality and Environmental Development in Neuroscience

10.3. Neurotechnology

10.3.1. The Use of Technologies in Neuroscience
10.3.2. Neuroimplants

10.4. Neuroethics

10.4.1. The Limits of Research in Neuroscience
10.4.2. The Dangers of Neuroscience

10.5. Neurospirituality

10.5.1. The Neural Center of Faith
10.5.2. The Neural Center of Spirituality

10.6. Neurofashion

10.6.1. Fashion and the Brain
10.6.2. Style and Taste at the Cerebral Level

10.7. Neurogastronomy

10.7.1. Taste and the Brain
10.7.2. Improving Cerebral Gastronomy

10.8. Psychoneuroimmunoendocrinology

10.8.1. Emotions and the Brain
10.8.2. Oxidative Stress and the Brain

10.9. Neurocriminology

10.9.1. Psychopathic Personality
10.9.2. Neural Disorganized Behaviors

10.10. Neuroculture

10.10.1. Culture and the Brain
10.10.2. Society and the Brain

A unique, key and decisive experience to boost your professional development"