EEG-BASED INSIGHTS INTO INTERNAL LEARNING STATES: A STATE-OF-THE-ART REVIEW TOWARD A NEURO-PEDAGOGICAL FRAMEWORK

<doi>10.24250/jpe/1/2026/DR/GR/</doi>

Abstract

The growing convergence of educational neuroscience, neurotechnology, and pedagogy has strengthened interest in neuropedagogy as a framework for understanding the internal conditions that shape learning. Within this context, electroencephalography (EEG) has emerged as a relevant method for investigating cognitive and emotional processes due to its high temporal resolution and applicability in dynamic educational settings. This review examines the role of EEG in the study of internal learning states, with particular attention to attention regulation, stress, affective processes, self-regulation, and internally oriented attention. The paper outlines the conceptual foundations of neuropedagogy, reviews EEG as a methodological tool for educational research, and synthesizes current evidence on cognitive-emotional asymmetries, stress and anxiety markers, depression-related neural patterns, conscientiousness-related oscillatory variation, and candidate spectral indicators of internal attentional states. The review highlights both the growing interpretive potential of EEG and the continuing challenges related to construct validity, psychometric rigor, ecological relevance, and ethical use. On this basis, the paper proposes a future-oriented neuro-pedagogical framework in which EEG data are treated as context-sensitive indicators that can enrich educational research when integrated with validated psychological constructs and multimethod designs.