Abstract

Advances in developmental systems neuroscience (DSN) highlight plasticity, functional specialization, and executive-control dynamics, yet their translation into teacher education remains limited, particularly in inequitable contexts. This study evaluates the Neuro-Embedded Lesson Problem-Solving (NLPS) framework as a translational approach for developing equity-oriented problem-solving among novice early childhood teachers. A transformative mixed-methods field trial with 29 first-year preservice teachers in Southern Thailand implemented six NLPS workshops across eight weeks, addressing linguistic disadvantage, socio-emotional regulation, and resource constraints. Outcomes included a Rasch-calibrated Problem-Solving Competency (PSC) rubric, the Teacher Self-Efficacy equity subscale (TSE-equity), a composite Equity-Oriented Problem-Solving Index (EOPSI), and qualitative analyses of journals and concept maps. Bayesian paired-sample models showed credible improvements in PSC (Δ = 0.75), TSE-equity (Δ = 0.60), and EOPSI (Δ = 0.85). Qualitative findings revealed a shift toward DSN-informed, equity-centred reasoning and increased conceptual integration with “equity” as a central hub. Collectively, the results demonstrate that embedding DSN within structured problem-solving cycles can strengthen scientifically grounded and justice-responsive pedagogical orientations, particularly in Global South teacher-education contexts.

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