The sample is heavily skewed towards health science students, which limits the generalizability of the findings across disciplines. Reliance on self-reported data introduces potential bias, while the cross-sectional design precludes drawing causal inferences about the relationship between neuroscience literacy and academic performance. Additionally, the reliance on non-academic sources (e.g., internet articles) as the primary means of acquiring neuroscience knowledge raises concerns about the accuracy of participants’ reported literacy levels. I kindly encourage the authors to address these issues to enhance the rigor and impact of the study’s findings.
