Neuromyths in school education: Persistence of the learning styles myth and challenges for evidence-based teacher training

Neuromyths are false beliefs about the brain that negatively impact education. This qualitative and descriptive-analytical article reviews six studies published between 2022 and 2025. The results reveal a high prevalence of the learning styles neuromyth among teachers, who frequently associate it with differentiation and inclusion. Clinton-Lisell [2024] meta-analysis reports a small effect size [g = 0.32] and high heterogeneity [I² = 91.17%]. Bresnahan [2024] explains this persistence through "perceived functionality" in response to real classroom needs, while Gavilanes [2025] identifies theory-practice gaps in Latin America due to a lack of formal teacher training. It is concluded that combating neuromyths requires evidence-based training, multimodal instructional strategies, and effective communication between neuroscientists and educators to achieve scientifically grounded pedagogical practices.