Abstract
Educational neuroscience can be viewed in a twofold manner: as a field of study and as a profession. This review is specifically focused on exploring educational neuroscience as a profession, arguing that depicting its professional landscape is of equal significance to the understanding of its disciplinary boundaries. Accordingly, when educational neuroscientists have the necessary training and skills to provide educational services to individuals, groups, or organizations, they should be legally authorized and receive the same licensure and recognition benefits as their peers from other disciplines. It is not argued that every educational neuroscientist is or should be a professional practitioner. However, providing a specific job description for educational neuroscience professionals may facilitate their efforts to secure positions that fully utilize their skills and expertise.
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