A neuroscience systemic approach to learning Osvaldo Agamennoni 1 and Marcela Schumacher 2 1: Profesor Emérito UNS – 2: Profesional de apoyo CONICET Universidad Nacional del Sur - Depto. de Ingeniería Eléctrica y de Computadoras Instituto de Investigaciones en Ingeniera Eléctrica. (IIIE - UNS CONICET) Bahía Blanca – Argentina - e-mail: oagamen@uns.edu.ar Abstract The cornerstone of human evolution has always been and will continue to be, learning. It is crucial to consider and fine-tune the dynamics of the various processes involved to achieve optimal performance in learning activities. Internal and external factors inherently drive learning and adopting a systemic approach allows us to understand better the challenges that may arise. This understanding enables the implementation of strategies that facilitate learning. This paper presents a systemic perspective on the key brain dynamics involved in learning processes. It draws on the cognitive cycle of interaction with the environment to describe different aspects of cognitive control. Additionally, it highlights how brain self-organization consolidates the knowledge and skills acquired during learning into memory. Often, educational policies focus on pedagogical techniques without a deep understanding of how learning processes develop within the brain. This paper seeks to provide a comprehensive, systemic view of these processes, offering insights into the primary challenges and strategies for effectively addressing them. It particularly explores the key factors influencing the dynamics of cognitive control in learning, focusing on attitudinal behaviours and outcome perception. It also offers strategic recommendations to effectively address these challenges. Introduction The human brain, along with the universe, constitutes the two most complex dynamic systems known. New technologies developed in recent decades have allowed us to have a deeper and more precise view of our main organ. Nonetheless, it is only an approach. Much progress has