NEUROEDUCATION STRATEGIES FOR MANAGING MIXED-ABILITY EFL CLASSROOMS AND ENHANCING STUDENT WELL-BEING: INDONESIA-PAKISTAN COMPARISON Rukminingsih1*, Rajper Dost Muhammad2
1English Language Education Department, PGRI Jombang University, City, Indonesia
2English Language Department, Government Degree College Therhi, Pakistan
Abstract
Mixed-ability classrooms are common in English as a Foreign Language (EFL) education, where students differ in cognitive abilities, prior knowledge, and learning styles. These differences present challenges for educators in creating inclusive learning environments that support both academic development and student well-being. Drawing on neuroeducation, which integrates neuroscience, psychology, and education, this study investigates how brain-based teaching strategies can support the management of mixed-ability EFL classrooms while promoting students^ well-being. This study aims to compare the implementation of neuroeducation-informed strategies in EFL classrooms and examine their relationship with student well-being in Indonesia and Pakistan. The research employed a comparative mixed-methods involving 120 university students from selected higher education institutions in both countries. Data were collected through a close - ended questionnaire measuring neuroeducation teaching strategies, student well-being and open-ended questionnaire. Quantitative data were analyzed using descriptive and comparative statistical techniques, while qualitative data were analyzed thematically. The findings indicate that neuroeducation strategies, such as differentiated instruction, collaborative learning, and emotionally supportive classroom environments, active and brain-based learning activities, flexible grouping and multisensory learning approaches can enhance student engagement, reduce learning anxiety, and improve overall well-being in mixed-ability classrooms. The study offers pedagogical implications for implementing neuroscience-informed practices in EFL education.
