Abstract

Rewiring Education: A Neurobiological Framework for Talent-Aligned Learning and Mental Health in Schools proposes a paradigm shift in education, challenging the hegemony of cognitive-standardized curricula grounded in Bloom’s taxonomy. Synthesizing insights from neurobiology, historical learning models, and contemporary brainwave-based talent assessments, this paper critiques the inability of traditional and Competency-Based Curricula (CBC) to account for individual neurobiological predispositions. It contends that such systems neglect innate talent (TQ), cognitive enablers like attention and memory (CQ), and emotional regulation (EQ), exacerbating learner disengagement and a latent mental health crisis in schools.
By bridging Howard Gardner’s theory of Multiple Intelligences with real-time EEG-based assessments (VTQ), the paper advances a holistic learning model: TQ + CQ (Attention & Memory) + EQ. This framework advocates for education systems that prioritize intrinsic motivation, emotional resilience, and personalized learning over rigid, uniform benchmarks. The KENON post-assessment infrastructure operationalizes this vision, leveraging AI-driven clustering, real-time biofeedback, and talent-weighted assessments to translate raw VTQ data into actionable academic and wellness strategies.
Situating Uganda’s education reforms within global discourse, the paper highlights Finland’s learner-centric model as empirical validation of neurobiological alignment. Ultimately, it makes an urgent case for systemic redesign one that nurtures talent, safeguards mental health, and ensures career longevity by honouring learners’ neurobiological individuality.