An Analysis of Scientific Research in the Field of Curriculum Planning and Brain-Based Education Using a Bibliometric Approach Based on the Domains of Iran’s Fundamental Transformation Document of Education

Document Type : Original Article

Authors

1 Departmenr of Educational Sciences, Faculty of Educational Sciences, Islamic Azad University, Khorasgan Branch. Isfahan, Iran

2 Assistant Professor, Department of Curriculum planning, Isf. C., Branch, Islamic Azad University, Isfahan, Iran..

3 Associate Professor, Department of Philosophy of Education.Isfahan (kgorasgan) Branch Islamic Azad University Isfahan Iran.

10.48310/jcdr.2026.20992.1246

Abstract

Background and Objectives: Educational systems are increasingly challenged to provide comprehensive learning and holistic development, necessitating a re-evaluation of theoretical foundations and pedagogical approaches. Brain-based education, grounded in neuroscientific findings, emphasizes designing and implementing instructional processes aligned with the brain’s learning mechanisms. This approach holds significant potential for enhancing learning quality and fostering the balanced development of the six domains outlined in Iran’s Fundamental Transformation Document for Education. This study aimed to systematically analyze the landscape and evolution of scholarly research in curriculum planning and brain-based education, while critically examining their conceptual linkages with the aforementioned domains. Methods: This scientometric review utilized bibliometric analysis, including co-occurrence analysis of keywords (minimum 6 occurrences) and co-authorship network mapping, on 1124 articles from the ScienceDirect database (2010-2025). Data were processed using VOSviewer software to visualize the existing knowledge structure. Findings: The findings revealed dominant research areas and identified significant research gaps, indicating a predominant focus on cognitive and instructional dimensions, with less attention paid to the biological and aesthetic domains. Conclusion: The overarching conclusion is that brain-based education, rather than being a singular method, serves as a theoretical and interdisciplinary framework with the capacity to synergize educational sciences and neurosciences, thereby supporting the realization of the objectives set forth in the Fundamental Transformation Document. Consequently, fostering interdisciplinary collaborations, promoting brain literacy among educators, and prioritizing evidence-based curriculum design can significantly advance the development and application of this approach within the Iranian education system.

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