Authors: Gonzalez-Gomez R, Legaz A, Moguilner S, Cruzat J, Hernández H, Baez S, Cocchi R, Coronel-Olivero C, Medel V, Tagliazuchi E, Migeot J, Ochoa-Rosales C, Maito MA, Reyes P, Santamaria Garcia H, Godoy ME, Javandel S, García AM, Matallana DL, Avila-Funes JA, Slachevsky A, Behrens MI, Custodio N, Cardona JF, Brusco IL, Bruno MA, Sosa Ortiz AL, Pina-Escudero SD, Takada LT, de Paula França Resende E, Valcour V, Possin KL, Okada de Oliveira M, Lopera F, Lawlor B, Hu K, Miller B, Yokoyama JS, Gonzalez Campo C, & Ibañez A

Abstract: BACKGROUND
Education influences brain health and dementia. However, its impact across regions, specifically Latin America (LA) and the United States (US), is unknown.

METHODS
A total of 1412 participants comprising controls, patients with Alzheimer’s disease (AD), and frontotemporal lobar degeneration (FTLD) from LA and the US were included. We studied the association of education with brain volume and functional connectivity while controlling for imaging quality and variability, age, sex, total intracranial volume (TIV), and recording type.

RESULTS
Education influenced brain measures, explaining 24%–98% of the geographical differences. The educational disparities between LA and the US were associated with gray matter volume and connectivity variations, especially in LA and AD patients. Education emerged as a critical factor in classifying aging and dementia across regions.

DISCUSSION
The results underscore the impact of education on brain structure and function in LA, highlighting the importance of incorporating educational factors into diagnosing, care, and prevention, and emphasizing the need for global diversity in research.