Effectiveness of a Neuroeducation-Based Instructional In-tervention on Cognitive Flexibility and Creative Resilience Among Undergraduate Students: A Quasi-Experimental Study

Abstract

Background. Neuroeducation-based instructional approaches have drawn attention as a way to improve cognitive outcomes, yet empirical evidence from higher education is limited.

Objective. This study evaluated an eight-week neuroeducation-based instructional intervention. The outcomes were cognitive flexibility, creative resilience, and academic engagement among undergraduate students.

Methods. We used a quasi-experimental pre-test post-test control group design. In all, 124 undergraduates at a private university in Palembang, Indonesia took part: an experimental group (n = 62) received the neuroeducation-based intervention, and a control group (n = 62) received conventional instruction. Cognitive flexibility was measured with the Cognitive Flexibility Inventory (CFI), creative resilience with the Creative Resilience Scale (CRS), and academic engagement with the Academic Engagement Scale (AES). Analysis of covariance (ANCOVA) controlled for pre-test scores, and bootstrapping (10,000 resamples) gave confidence intervals for the effect sizes.

Results. Post-test scores were significantly higher in the experimental group for cognitive flexibility (p < 0.001, d = 1.72, 95% CI [1.28, 2.16]), creative resilience (p < 0.001, d = 1.89, 95% CI [1.44, 2.34]), and academic engagement (p < 0.001, d = 1.12, 95% CI [0.70, 1.54]).

Conclusion. In this sample, the neuroeducation-based intervention was associated with higher cognitive flexibility, creative resilience, and academic engagement. The findings support further evaluation of neuroscience-informed pedagogy in higher education curricula.