id_701. BECOMING WHOLE: A NEUROEDUCATIONAL FRAMEWORK FOR COGNITIVE RESILIENCE ACROSS NESTED TIMESCALES
Anastasia Ajeng Wulan Tantri1,2, Christiyanti Aprinastuti3,4
1 The Excellent Study, Learning Sciences, Kalasan, Yogyakarta, Indonesia
2 Rewiring Hope, Center for Integrative Learning and Cognitive Resilience, www.rewiringhope.or.id, Yogyakarta, Indonesia
3 Universitas Sanata Dharma, Faculty of Teacher Training, Jl. Affandi Tromol Pos 29, Sleman, Yogyakarta, Indonesia
4 University of Debrecen, Faculty of Mathematics, Egyetem tér 1, Debrecen, Hungary
INTRODUCTION: Students experiencing emotional dysregulation, trauma, or chronic academic pressure often show reduced engagement, limited cognitive flexibility, and weakened learning motivation. Current educational interventions rarely address the neurophysiological mechanisms underlying these difficulties, particularly the rapid neural processes that interact with developmental and sociocultural factors.
AIM(S): This study aims to propose a neuroeducational framework for cognitive resilience across three nested timescales: (1) moment‑to‑moment neural dynamics, (2) developmental trajectories, and (3) sociocultural influences. The goal is to link neurophysiological markers—especially event‑related potentials (ERP)—to observable learning behaviors in adolescents.
METHOD(S): A conceptual analysis was conducted integrating evidence from affective neuroscience, developmental psychology, and educational research. ERP components related to visual attention, affective processing, and cognitive control were mapped onto behavioral patterns seen in Indonesian students experiencing emotional stress. Complementary physiological measures such as heart‑rate variability (HRV) and behavioral indicators were incorporated to illustrate a multimodal approach.
RESULTS: The analysis suggests that ERP markers can capture transient fluctuations in attention and emotion that correspond with classroom disengagement. Developmental factors—including emotional maturation and stress responsivity—moderate these neural responses, while sociocultural pressures amplify cognitive load. Resilience emerges as a dynamic interaction between neural stability, developmental adaptation, and environmental support.
CONCLUSIONS: The framework highlights how moment‑level neural processes shape long‑term learning outcomes. It provides a foundation for designing neuroscience‑informed pedagogical strategies to support motivation, healing, and cognitive resilience in diverse student populations.
FINANCIAL SUPPORT: No external financial support was received for this work.