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jorar 2026, 18(1): 26-37 |
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Tajari T, Ghoraba M. Designing a Neuroscience-Based Curriculum Model: Enhancing Cognitive–Emotional Performance of Aid Workers. jorar 2026; 18 (1) :26-37
URL: http://jorar.ir/article-1-1065-en.html
URL: http://jorar.ir/article-1-1065-en.html
Department of Educational Sciences, Farhangian University, Tehran, Iran
Abstract: (174 Views)
INTRODUCTION: This study aims to identify and develop the key elements and components of a neuroscience-based curriculum model designed to enhance the cognitive–emotional performance of aid workers. From scholarly perspectives, a curriculum encompasses multiple interrelated elements, including objectives, content, teaching–learning strategies, resources, time, learning environment, and evaluation.
METHODS: This qualitative study was conducted using a grounded theory approach. Data were collected through semi-structured interviews and analyzed using systematic coding procedures. As a result, seven core elements of a neuroscience-based curriculum model were identified: objectives, content, teaching–learning strategies, materials and resources, teaching–learning opportunities, learning environment conditions, and evaluation.
FINDINGS: The findings indicate that these elements provide a coherent and practical framework for curriculum design and implementation. The model contributes to enhancing the cognitive and emotional performance of aid workers in both educational settings and crisis situations. To ensure trustworthiness, continuous validation was carried out throughout the coding process, with iterative reviews of data and coding stages to maintain accuracy and consistency.
CONCLUSION: The results reveal that incorporating the identified elements into a neuroscience-based curriculum model can improve the quality and effectiveness of training programs, better address the needs of aid workers, and strengthen their preparedness for critical situations. By offering a scientifically grounded and practically applicable framework, the model enhances both cognitive and emotional capacities essential for effective performance in high-stress environments.
METHODS: This qualitative study was conducted using a grounded theory approach. Data were collected through semi-structured interviews and analyzed using systematic coding procedures. As a result, seven core elements of a neuroscience-based curriculum model were identified: objectives, content, teaching–learning strategies, materials and resources, teaching–learning opportunities, learning environment conditions, and evaluation.
FINDINGS: The findings indicate that these elements provide a coherent and practical framework for curriculum design and implementation. The model contributes to enhancing the cognitive and emotional performance of aid workers in both educational settings and crisis situations. To ensure trustworthiness, continuous validation was carried out throughout the coding process, with iterative reviews of data and coding stages to maintain accuracy and consistency.
CONCLUSION: The results reveal that incorporating the identified elements into a neuroscience-based curriculum model can improve the quality and effectiveness of training programs, better address the needs of aid workers, and strengthen their preparedness for critical situations. By offering a scientifically grounded and practically applicable framework, the model enhances both cognitive and emotional capacities essential for effective performance in high-stress environments.
Keywords: Curriculum, Neuroscience, Cognitive performance, Emotional performance, Aid Workers, Grounded Theory.
Article Type: Research article |
Subject:
New educational methods in the management of crisis and disasters
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