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jorar 2026, 18(1): 28-39 |
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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) :28-39
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: (43 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 the perspectives of various scholars, a curriculum comprises multiple interconnected elements, including objectives, content, teaching–learning strategies, resources, time, learning environment, and evaluation.
METHODS: In this qualitative study using a grounded theory approach, following the conduct of interviews and data analysis, seven key elements of a neuroscience-based curriculum were identified. These elements include objectives, content, teaching–learning strategies, materials and resources, teaching–learning opportunities, learning environment conditions, and evaluation.
FINDINGS: According to the findings, these elements can provide a practical framework for the design and implementation of the curriculum and contribute to enhancing the cognitive and emotional performance of aid workers in both educational and crisis contexts. Validation was conducted throughout the data coding stages, with the researchers continuously reviewing the data and the various coding phases to ensure their accuracy and coherence.
CONCLUSION: The results indicate that incorporating the identified elements into a neuroscience-based curriculum model for aid workers can enhance educational quality, better address the needs of the target population, and improve the overall effectiveness of training programs. By offering a scientifically grounded and practical framework, this model reinforces the cognitive and emotional capacities of aid workers, preparing them more effectively to manage critical situations.
METHODS: In this qualitative study using a grounded theory approach, following the conduct of interviews and data analysis, seven key elements of a neuroscience-based curriculum were identified. These elements include objectives, content, teaching–learning strategies, materials and resources, teaching–learning opportunities, learning environment conditions, and evaluation.
FINDINGS: According to the findings, these elements can provide a practical framework for the design and implementation of the curriculum and contribute to enhancing the cognitive and emotional performance of aid workers in both educational and crisis contexts. Validation was conducted throughout the data coding stages, with the researchers continuously reviewing the data and the various coding phases to ensure their accuracy and coherence.
CONCLUSION: The results indicate that incorporating the identified elements into a neuroscience-based curriculum model for aid workers can enhance educational quality, better address the needs of the target population, and improve the overall effectiveness of training programs. By offering a scientifically grounded and practical framework, this model reinforces the cognitive and emotional capacities of aid workers, preparing them more effectively to manage critical situations.
Article Type: Research article |
Subject:
New educational methods in the management of crisis and disasters
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