Neurodidactics and artificial intelligence: a documentary analysis of their impact on the teaching of early reading and writing

Abstract

Literacy skills are complex processes aligned with brain function, the acquisition and development of which require structured and theoretically grounded pedagogical strategies. This article aims to analyze how neurodidactics and artificial intelligence are transforming the teaching and learning of early reading and writing, exploring both the contributions and challenges arising from the convergence of these two disciplines in the current educational context. To this end, a descriptive methodological approach is adopted, based on a systematic and critical review of national and international scientific literature published between 2020 and 2025. The PRISMA guidelines are used to analyze 50 documents from recognized academic databases (Google Scholar, Dialnet, SciELO, the UPEL Repository, and indexed journals); of these, 30 studies are selected using rigorous criteria, prioritizing those that address scientific writing and critical reading; finally, 15 form the analytical core after a process of systematic exclusion. Among the most relevant theoretical sources are the contributions of (Bohari, 2024; Botello, 2021; Fernández, 2023; Guettala et al., 2024; and Restrepo, 2024). The results show that the divergence between neurodidactics and artificial intelligence favors the development of innovative and contextualized literacy processes through strategies based on interaction, balance, and a holistic approach, along with adaptive AI algorithms. However, conceptual gaps are identified in teacher training regarding the implementation of neuroscience and emerging technologies in pedagogical practices. The study concludes by proposing educational interventions that integrate these disciplines and teacher training as an imperative axis to guarantee the sustainability and effectiveness of their implementation in classrooms.