Adolescent executive function: a neurocognitive challenge for higher education

Abstract

Introduction to the Topic: The neurocognitive domain of Executive Function allows for self-regulation of human behavior in learning and decision-making situations. In Higher Education, new university students who begin training as engineers, architects, and other specialists face high demands for behavioral self-regulation during professional learning. This occurs at the end of adolescence, a highly complex period of neurodevelopment. This paper explains the neurobiological complexity of Executive Function development during adolescence, as a problem of interest to Higher Education. We conduct a narrative review of some well-established knowledge on adolescent Executive Function, chosen at the authors' discretion. Results: We present a set of key descriptors on the development of adolescent Executive Function, which can inform and guide university educational practices. We finally support that the Executive Function of university students is, simultaneously, a requirement and outcome of Higher Education.