publisher
Neuromyths and instructional illusions in higher arts education: initial development of the Teaching and Learning Misconceptions Questionnaire
- Source
- Frontiers in Education
- Published
- Last verified
- 11 Aug 2026
- Confidence
- High
- Evidence
- Original document retained
- Reading time
- 1 min
- Country
- International
- Relevant to
- Research & Evidence
Executive summary
What happened, and why should leadership care?
A preliminary study from Frontiers in Education (International) has investigated the prevalence of educational neuromyths and instructional illusions among higher arts education teachers and students in Ecuador. The research focused on developing and evaluating the internal structure of a new instrument, the Teaching and Learning Misconceptions Questionnaire, designed to measure erroneous beliefs about pedagogical practices. This study highlights the ongoing concern regarding the persistence of misconceptions among educators globally, with a specific regional focus.
Why this matters
Why is this strategically important?
Addressing educational neuromyths and instructional illusions is crucial for enhancing the quality and effectiveness of teaching and learning across all educational domains. Identifying and correcting these deeply held but erroneous beliefs can lead to more evidence-based pedagogical practices, ultimately improving educational outcomes and resource allocation within institutions.
Key insights
What should be noted from the evidence?
- Neuromyths and instructional illusions remain a significant concern among educators worldwide.
- Research on misconceptions is expanding beyond neuromyths to include instructional design.
- Evidence from specific regional and local contexts regarding these misconceptions is limited.
- The study examined the prevalence of these misconceptions among Ecuadorian higher arts education teachers and students.
- A new instrument, the Teaching and Learning Misconceptions Questionnaire, was developed and its internal structure explored.
Evidence and confidence
How far can this assessment be trusted?
High confidence. Named institution, original document retained and analysis corroborated.
Analysis is prepared editorially by Aziz Shuaib Ausi. The original publication remains the authoritative record, and executive judgement remains entirely human.
Source
Where does this originate?
Reported by Frontiers in Education · International. This briefing summarises the publication for executive use; the document itself is not reproduced here.
Read the original publication