In-service teachers’ neuroscience literacy in Hungary: A large-scale cross-sectional study

IF 3.4 Q2 NEUROSCIENCES Trends in Neuroscience and Education Pub Date : 2025-02-02 DOI:10.1016/j.tine.2025.100249

Tamás Csányi , Katalin Kälbli , Mónika Kaj , Bence Kas , Tamás Berki , Julianna Vig

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Abstract

Background

This is the first study that assesses neuroliteracy, namely the prevalence of neuromyths (NMs) and general knowledge about the brain (GKAB) among Hungarian in-service teachers.

Method

Participants (n = 734) completed an online survey, adapted from a widely used neuroliteracy questionnaire. A scoping review was conducted for international comparison. Associations between prevalence of NMs and predictor factors were analyzed by logistic regression.

Results

The NM error score was 59.7 %, while the correct response score to GKAB was 77.1 %. Compared with other countries, we found the fifth highest level of NM endorsement, but the third most favorable score in GKAB. Acceptance of NMs was significantly associated with reading scientific journals and perceived neuroliteracy.

Conclusion

Hungarian in-service teachers are more likely to believe in neuromyths (especially those related to motor functions) compared with most other countries. Further studies should investigate the impact of the prevalence of motor therapies on the belief in NMs.

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