As part of its scientific and community mission to advance educational practices in light of contemporary research, Prof. Ramzi Fathi Haroun, Vice Dean of the School of Educational Sciences for Quality and Local Accreditation, delivered a specialized training workshop entitled “Creating a Safe and Productive Learning Environment”, targeting academic and administrative staff at the International Alliance Academy.
The two-day workshop presented an in-depth scientific framework grounded in the neuro-psychological (neuro-educational) approach to learning, where Prof. Haroun discussed the scientific foundations explaining how the brain learns, the neurological and psychological factors influencing attention, motivation, and behavior, and the importance of designing learning environments that stimulate brain function and reduce barriers to learning.
The workshop addressed several core themes, including: classroom management from the perspective of educational neuroscience, psychological readiness as a fundamental condition for activating executive brain functions, the role of positive social relationships in stimulating dopamine release and enhancing learning motivation, as well as an analysis of the impact of chronic stress and elevated cortisol levels on the effectiveness of the prefrontal cortex, attention, memory, and decision-making processes.
The workshop also focused on presenting and interpreting key findings from applied brain research, particularly those related to the function of the amygdala and “amygdala hijacking” in states of fear and stress, and its disruptive effect on learning, in contrast to the role of psychological safety in preparing the brain for deep learning. These scientific concepts were directly linked to practical classroom applications, identified as research-based practices and brain-friendly practices.
The workshop witnessed strong participant engagement, featuring interactive activities, real-life case study analyses, and in-depth discussions on how to translate neuro-psychological concepts into daily classroom practices, such as designing classroom rules, managing student behavior, regulating attention, fostering self-regulation, and creating learning climates that are psychologically and neurologically safe.
Participants expressed their appreciation for the advanced scientific level of the workshop and the deep understanding it provided of the relationship between the brain, learning, and behavior. They emphasized that the brain-research-based approach reshaped their perceptions of many educational practices and provided them with practical, applicable tools for use in learning environments.
This workshop forms part of the efforts of the School of Educational Sciences to institutionalize evidence-based education, strengthen partnerships with educational institutions, and build the capacities of teachers and administrators in accordance with the latest global trends in educational neuroscience, contributing to improving the quality of education and enhancing the effectiveness of learning environments.