Abstract
While interest in the connection between neuroscience and education is steadily growing, the integration of neuroscience knowledge into teaching practice remains limited, presenting numerous complex issues and new challenges. Teachers’ perceptions are among the most important factors, providing valuable insights into the practical implications of this connection. However, the lack of research and comprehensive data on the factors influencing teachers’ attitudes toward neuroeducation in Kazakhstan negatively impacts the effectiveness of neuroeducation initiatives and the professional development of teachers. The study employed a surveybased quantitative research design to explore and identify the main determinants of these views. The results indicate that teachers possess limited knowledge of neuroeducation concepts, despite generally holding positive attitudes toward their application in education. Furthermore, the results suggest that teachers with more teaching experience report higher levels of knowledge in neuroeducation and greater use of brainbased strategies compared to their less experienced counterparts. The absence of significant gender differences suggests that initiatives to promote neuroeducation can be applied broadly without the need for gender-specific tailoring. The findings provide empirical evidence that can inform policymakers and educational authorities in developing more effective strategies for incorporating neuroeducational literacy into teacher training practices. In particular, understanding the influence of factors such as knowledge, attitudes, and self-assessment of neuroscience application will help in creating targeted interventions that bridge the gap between neuroeducation research and educational practice in Kazakhstan while considering neuroscience principles.