Integrative Neuropedagogy in Multimodal Education: Bridging Cognitive and Affective Creativity

Abstract

This study examines integrative neuropedagogy as an interdisciplinary framework that links cognitive neuroscience, affective psychology, and creativity studies within multimodal education. Contemporary perspectives increasingly acknowledge that learning emerges from the interaction between cognitive and emotional processes rather than solely from cognition. The article aims to clarify the theoretical foundations and pedagogical implications of aligning multimodal instructional strategies with neurocognitive and affective mechanisms. Using a conceptual integrative review, the study synthesizes key theoretical models and empirical findings from neuroeducation, affective neuroscience, neuroaesthetics, and constructivist pedagogy. The analysis suggests that multimodal instruction incorporating visual, auditory, kinesthetic, and affective elements activates distributed neural networks involved in attention, emotional regulation, memory formation, and creative problem-solving. Evidence further indicates that emotionally meaningful and creativity-oriented environments are associated with stronger engagement and sustained motivation. The integration of cognitive and affective dimensions supports affective creative collaboration, in which emotional experience and imagination interact to facilitate meaningful knowledge construction. Overall, integrative neuropedagogy provides a coherent foundation for developing brain-compatible and holistic educational practices that cultivate cognitive flexibility, emotional awareness, and creative capacity in contemporary learning contexts.