Developing a Brain-Friendly Teaching Model for Teacher Professional Development in the Digital Age
https://doi.org/10.55966/assaj.2025.4.1.051
Abstract
This study aimed to develop and evaluate a brain-friendly teaching model for teacher professional development (TPD) in the digital age, grounded in contemporary neuroscience and adult learning theory. The research was conducted using a qualitative exploratory research design, situated within the Design-Based Research (DBR) framework, allowing for iterative model construction through cycles of literature review, expert consultation, and practitioner validation. The primary objectives were to synthesize key brain-compatible teaching principles, integrate cognitive, emotional, and social learning strategies with digital tools, and assess the model's applicability and effectiveness in real-world educational contexts. The purposive sample comprised 18 participants, including 6 teacher educators, 6 professional development experts, and 6 in-service secondary school teachers, all with a minimum of five years of professional experience. Data were gathered in three phases: (i) document analysis of 20 key sources including policy reports and academic articles, (ii) semi-structured interviews with 12 experts, and (iii) a focus group discussion (FGD) with in-service teachers to evaluate the model’s usability, cultural relevance, and pedagogical feasibility. Thematic analysis was employed to interpret the data, revealing core design priorities such as emotional safety, cognitive engagement, reflection and metacognition, social interaction, and usability in digital platforms. Participants highlighted the model’s cultural responsiveness and practical alignment with their classroom realities. The study concludes that a brain-compatible, context-sensitive, and digitally integrated PD model can offer sustainable pathways for enhancing teaching practices in diverse educational settings.
Keywords: Brain-friendly teaching, teacher professional development, educational neuroscience, design-based research, emotional safety, cognitive engagement, Pakistan, digital learning environments
