<![CDATA[This study explores the implementation of neuro-centric pedagogy as an innovative approach to fostering inclusive and personalized teaching practices among lecturers public university. Although most lecturers demonstrated a high level of awareness regarding the importance of understanding students’ neurological differences, the actual integration of adaptive and personalized teaching practices remains limited. Using a mixed-methods design involving survey questionnaires and semi-structured interviews, data were collected from 60 lecturers in the Faculty of Education. Findings reveal that while lecturers acknowledge the significance of neurodiversity in shaping equitable learning environments, they face multiple challenges including insufficient training, limited institutional support, and lack of neuroscientific knowledge. This study underscores the need for comprehensive institutional initiatives, continuous professional training, and the integration of neuroscientific tools such as EEG to enhance lecturers’ competencies. The findings contribute to the growing body of educational neuroscience research and highlight the potential of neuro-centric pedagogy to transform teaching practices in higher education]]>
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