Many evidence with neuroscience basis exist, but teachers from every levels yet think that learning occur acord to learning styles or multiple intelligences, or if we have more analytical or artistic profile
No! Acceptance by teachers of educational Neuroscience or Developmental Cognitive Neuroscience applied to the classroom is accepted in many places but not universally, largely due to misunderstandings, the development of the knowledge bases of both fields, and the lack of effective training and programs even though many do exist. It would help if you looked at Brain Sciences section on Educational Neuroscience (https://www.mdpi.com/journal/brainsci/sections/Educational_Neuroscience) or( Article Editorial: Enhanced learning and teaching via neuroscience
) or (Article Editorial: Neuroscience, learning, and educational psychology
) or (https://journals.copmadrid.org/psed/art/j.pse.2015.08.006) or (https://books.google.co.il/books/about/Multiple_Pathways_to_the_Student_Brain.html?id=vRKKAwAAQBAJ&redir_esc=y). Teachers are understandably reticent to merge the concepts of both field yet many practical examples are beginning to show promise such as the United School of Panama (https://usp.edu.pa/). University programs offering courses and degrees in the area typically have neuroscientists teaching neuroscience and educators and cognitive psychologists teaching what they do with very little integration. So, while it is that there is ample evidence to adapt principles of cognitive neuroscience into classroom learning, the practical methods of doing so, is a work in progress.
Please have a look at some of the work in my profile that addresses the application of neuroscience to education. I think you will find that it is continuing to grow in popularity, although there are certainly challenges.