Intelligent learning environments and cognitive adaptivity: a neuropedagogical perspective on inclusive education

This study investigates how intelligent learning environments, conceived as inte-grated spatial, sensory, technological, and relational configurations, are perceived by educa-tion professionals as supporting cognitive adaptability and learning processes in students with Special Educational Needs, within a neuropedagogical and inclusive framework. The sample consists of 107 education professionals, recruited through intentional voluntary sampling, including teachers, educators, and psycho-pedagogical practitioners, with hetero-geneous roles, experience, and training backgrounds. A descriptive–exploratory cross-sectional design was adopted. Data wascollected via a structured online questionnaire and analyzed using descriptive statistics and cross-tabulations, privileging an interpretative read-ing of professional representations and emerging pedagogical patterns.