Teacher Intervention for Curriculum Implementation in the Knowledge Society: An Analysis Based on Complex Thinking and Neurodidactics

Abstract

The objective of this research is to analyze curriculum implementation through teacher intervention in the knowledge society, integrating approaches from complex thinking and neurodidactics. It was conducted using a mixed-methods approach, with a non-experimental, descriptive-correlational design. Questionnaires were administered to 460 secondary school teachers and 560 students. Statistical analysis was performed using SPSS version 27, applying Pearson’s chi-square test to determine significant associations between variables.

The findings reveal a positive trend toward the incorporation of complex thinking in teaching practices, an initial appropriation of neurodidactic principles, and active teacher participation in the contextualization of the curriculum. Nevertheless, gaps remain in the systematic application of neuroeducational strategies and in students’ perceptions of teaching effectiveness.

It is concluded that meaningful curriculum implementation requires professionalized teacher intervention based on complex epistemology, strategic use of neurodidactic tools, and flexible, inclusive contextualization. This study confirms the need for educational policies that support pedagogical innovation, continuous professional development, and systemic transformation of teaching practices.