New Perspectives in Science Education

Higher education faces mounting academic burnout and cognitive strain, driven by educational systems designed around normative cognitive expectations. This research addresses this challenge through an applied neuroinclusive pedagogy that shifts from deficit-based models to neurobiologically grounded learning design in university classrooms, rather than attempting to "fix" struggling or atypical learners. Neuroinclusivity itself means creating an environment where everyone feels safe, able to learn and understand, and where neurodivert people can bypass their disadvantages and utilise their advantages. Integrating Applied Educational Neuroscience, Universal Design for Learning (UDL) and Cognitive Ergonomics, the framework establishes that educators' self-regulation is a prerequisite for student co-regulation and inclusion, as cognition is physiologically downstream of autonomic nervous system state. Theoretical foundations synthesise Perry’s Neurosequential Model, Doyle’s Biopsychosocial Framework of asymmetric 'spiky profiles', Milton’s Double Empathy Problem, and decision architecture regarding task friction and motivation. To operationalise these principles, the research outlines actionable tools that educators can use 100% autonomously across three phases: barrier-free course design with sensory audits, 90-minute ultradian acting combined with multiple 60-second somatic co-regulation micro-rituals (such as physiological sighs and box breathing), and low-threat feedback routines to enhance acceptance of new information. Ultimately, by managing physical, mental, and emotional energy capacity, this approach aims to reduce cognitive strain and create sustainable, psychologically safe learning spaces. It focuses on neurodiversity, but its spillover effects benefit everyone: at workplaces, it brings unbelievable results, like 50% less illness-related holidays, less than 10% fluctuation, 75% more implemented innovation. However, there are no numbers regarding higher education. The proposed approach is currently being evaluated with first-year engineering students and mathematics professors at Riga Technical University. The research will be completed by the end of this semester in December, after conducting a student survey. The authors believe that the findings will merit wider dissemination and discussion within the academic audience. 

Keywords: Neuroinclusive pedagogy, educator self-regulation, universal design for learning, cognitive ergonomics, mathematics, higher education