Cognitive neuroscience and socio-emotional skills

Authors

  • Pablo Egana-delSol (1) School of Business, Universidad Adolfo Ibáñez, Santiago and Viña del Mar, Chile; (2) Millennium Nucleus on the Evolution of Work (MNEW), Santiago, Chile.
  • Marcela Peña (3) Cognitive Neuroscience Laboratory, School of Psychology, Pontificia Universidad Católica de Chile, Santiago, Chile; (4) Centro Nacional de Inteligencia Artificial (CENIA FB210017), Santiago, Chile.
  • Jesus Juyumaya (5) Facultad de Economía y Negocios, Universidad Andrés Bello, Chile.

DOI:

https://doi.org/10.31117/neuroscirn.v9i2.471

Keywords:

Cognitive neuroscience, Education, Socio-emotional skills, Human capital, Neuroscientific methods

Abstract

The average length of an individual’s education has grown over time, driven by the promise of improving a person’s job prospects and, consequently, their quality of life. However, several behavioural studies report that most skills needed to enhance job prospects are learned not in school but on the job. Related research also highlights the critical role of socio-emotional skills in human capital development. Nevertheless, researchers claim that there is a need for better measurement of such skills. Cognitive neuroscience research may play a pivotal role in addressing this gap by providing explanatory mechanisms and objective metrics, as well as by inspiring innovative human capital interventions. This review highlights how integrating socio-emotional neuroscience data into educational settings can improve individual and societal well-being.

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Published

2026-06-30

How to Cite

Egana-delSol, P., Peña, M., & Juyumaya, J. (2026). Cognitive neuroscience and socio-emotional skills. Neuroscience Research Notes, 9(2), 471.1–471.9. https://doi.org/10.31117/neuroscirn.v9i2.471

Issue

Vol. 9 No. 2 (2026): Regular Issue

Section

Mini-Review

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Copyright (c) 2026 Jesus Juyumaya, Marcela Peña, Pablo Egaña

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