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Learning is a result of brain activity, a neuro-phenomenon that can be analysed in response to a variety of research questions. This article aims at focusing on the teacher’s working scope, explaining what neurodidactic actions of the teacher contribute to learning. The obtained results demonstrate that the learning process, which we intend to construct in accordance with neurodidactic principles, can be analysed according to four main factors: students’ neurostimulation, perception and consolidation of teachi...