Teaching abstract science, math, and engineering concepts using traditional instructional methods often fails to meet students’ levels of understanding. Abstract content, such as molecular structures, atomic arrangements, and geometry, relies heavily on spatial skills, specifically mental rotation. Identifying technologies that target spatial abilities would help break the limits of students’ learning potential and may transform science, engineering, and math learning methods. One approach is applying adaptive neurofeedback while immersing learners in virtual or augmented reality (VR/AR) environments. Studies have consistently shown that combining AR- or VR-neurofeedback has a positive impact on training brain oscillations, optimizing cognitive functions, and understanding science, math, and engineering concepts. On the one hand, using VR and AR applications helps understand molecular structures and interactions. Students who engaged with VR during chemistry learning sessions were more accurate at recreating physical models of molecules. AR technology offers a self-directed learning platform that promotes a thorough understanding of the molecular spatial structure. On the other hand, neurofeedback studies have shown that increasing the power of upper alpha brain oscillations, for example, can improve spatial skills. Therefore, the incorporation of neurofeedback protocols  to continuously fine-tune brain activity during learning within VR/AR environments presents a promising approach for enhancing student performance and understanding within the science, engineering, and math learning fields. The effects of these methods would be much more significant when applied during the learning session while also being tailored to the students' levels of understanding. Nonetheless, only a few studies have addressed the advantages of these technologies and their potential applications in educational settings. We propose a novel approach for creating an adaptive neurofeedback system combined with AR/VR for individualized learning.