A new international study highlights a persistent issue in education: despite growing interest in brain science, many teachers still cling to neuromyths that distort how they teach. The research, published in 2025, surveyed more than 520 early childhood educators in Australia. It found that while some myths have faded, others persist, such as the belief in fixed “learning styles” or the idea that students are strictly left-brained or right-brained. Experts warn these misconceptions can hinder effective teaching and learning, with clear implications for Thailand’s educators and policymakers.
Interest in brain-based education has surged as schools explore how neuroscience could improve learning. In Thailand, Brain-Based Learning (BBL) has become a popular concept, with seminars and university programs aiming to equip teachers for the 21st century, aligned with national development goals like Thailand 4.0. Yet the push has also allowed myths to take root. The Thai experience mirrors a global challenge: neuromyths remain stubbornly entrenched in classrooms despite widespread scientific debunking.
The Australian study shows broad understanding on some basics—such as “brains repair themselves during sleep” or that cognitive potential is not solely hereditary. However, gaps remain. Only 7 percent of respondents correctly marked the claim that teaching to different learning styles improves outcomes as false, and just 15 percent recognized that the left-brain/right-brain dichotomy is a myth. Researchers note that these beliefs continue to shape teaching methods and daily classroom practice.
The belief in learning styles has circulated widely in teacher training worldwide, including in Thailand. Comprehensive research indicates there is no evidence that matching instruction to supposed learning styles enhances achievement. Instead, teachers benefit from engaging multiple senses, fostering collaboration, and developing students’ metacognitive skills. Similarly, the left-right brain myth can limit students by pigeonholing them into narrow pathways, reducing curiosity and future options.
Neuromyths are not merely imported ideas. In Thailand, evidence suggests these myths have taken root partly due to gaps in teacher training and the appeal of commercial “brain-based” materials. Online communities that promote BBL in Thailand attract large audiences, yet critical discussion about neuroscience myths is often sparse. While institutions like Mahidol University emphasize evidence-based pedagogy, even reputable programs can propagate outdated concepts in the rush to appear innovative.
Global and regional reviews confirm that neuromyths are widespread among both new and experienced teachers, including in Asia. A synthesis of studies indicates that professional training helps but does not fully eradicate false beliefs unless it directly addresses them. Similar patterns have been observed in Hong Kong and broader Thai discourse, signaling a regional challenge.
Why do these myths persist? Neuroscience is often complex, and teachers may gravitate toward simplified or commercial interpretations promising dramatic gains. In environments where critical thinking and scientific literacy are limited, such misinterpretations can take hold, including in Thai rural provinces where ongoing professional development is inconsistent.
Thai education has historically emphasized rote learning and hierarchical structures, dynamics that can make schools more receptive to fads. Past trends inspired by Western psychology—such as “multiple intelligences” workshops or “whole language” approaches—sometimes overshadow robust, evidence-based practices. Reforms driven by popularity can endure for years without solid evidence.
However, momentum is growing in Thailand toward research-informed education. Education ministries and universities are increasingly incorporating educational neuroscience into teacher training. Experts urge policymakers to review teacher development materials to ensure accuracy and prevent the reinforcement of neuromyths.
What should Thai educators and parents do next? Cultivate healthy skepticism toward bold claims about learning “hacks” or “brain secrets.” Neuroscience experts emphasize that extraordinary claims require extraordinary evidence. Teachers should seek reliable, open-access research summaries and engage in ongoing professional development focused on current evidence rather than myths. School leaders can collaborate with researchers to produce clear, myth-busting guidance.
Practically, Thai parents and teachers can create supportive, inclusive learning environments that emphasize play, discussion, and curiosity. Rather than matching lessons to imagined learning styles or labeling students, they should nurture diverse talents and provide opportunities for all children to develop a broad spectrum of abilities.
As Thailand aims to compete globally in education and innovation, progress depends on scientific literacy and critical thinking. By dispelling neuromyths and grounding policy in robust evidence, Thailand can ensure that the excitement about the brain translates into real benefits for students.
Further myth-busting guidance is available through Mahidol University and international educational neuroscience groups, presented in accessible formats for educators and parents.