Neuromyths and instructional illusions in higher arts education: initial development of the Teaching and Learning Misconceptions Questionnaire

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 it matters

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

• 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.
• The sample included 81 teachers and 208 students from an Ecuadorian arts institution.
• The questionnaire comprised 19 items assessing teaching and learning misconceptions.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1852685