en روان شناسی تربیتی Educational Psychology پژوهشي Original <div style="text-align: justify;"><span style="color:#3300ff;"><span style="font-size:14px;"><span style="font-family:Times New Roman;"><span style="line-height:2;"><b>Objective</b>: The objective of this investigation was to conduct academic and career counseling through the lens of a brain training approach.<br> <b>Methods</b>: The present study employs a qualitative research paradigm, specifically utilizing content analysis and a systematic comparative categorization framework. The scope of this research encompasses a comprehensive array of literature and resources pertinent to the domain of curriculum studies, alongside texts and empirical investigations situated within the realm of brain-based education. In light of the extensive assortment of both printed and digital materials, the time frame of 2010 to 2019 has been employed for analysis. The data underwent a tripartite analytical process characterized by open, axial, and selective coding, which were subsequently articulated in a model corresponding to the specified research inquiries.<br> <b>Results</b>: The findings from the analysis indicate that the curriculum counseling framework, informed by the brain training approach, comprises: motivation derived from the brain training methodology - physiological psychology - family counseling utilizing the brain training perspective - academic guidance - career counseling grounded in the brain training approach - assessments of intelligence and aptitude within the context of self-awareness and academic advising - personal development strategies informed by the brain training model - positive psychology as conceptualized through the brain training lens - social psychology framed by the principles of brain training - personality psychology as influenced by the brain training methodology - cognitive psychology informed by the brain training paradigm - and metacognitive psychology based on the brain training approach, alongside considerations of mental health challenges.<br> <b>Conclusions</b>: Overall, the evidence obtained from this study substantiates the significance of a neurocognitive educational methodology in the domains of academic and vocational counseling.</span></span></span></span></div> Academic-career counseling, Brain training approach, Educational package, Qualitative study 19 32 http://ieepj.hormozgan.ac.ir/browse.php?a_code=A-10-490-4&slc_lang=en&sid=1 Khadijeh Torki khadigeh_torki@yahoo.com 100319475328460010115 0001-0003-2236-4526 No PhD Student, Department of Curriculum planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran Maryam Baratali baratali540_1359@yahoo.com 100319475328460010116 100319475328460010116 Yes Assistant Professor, Department of Curriculum planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran Zohreh Saadatmand zo.Saadatmand@yahoo.com 100319475328460010117 100319475328460010117 No Associate Professor, Department of Curriculum planning, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran Zahra Yousefi Z.yousefi1393@khuisf.ac.ir 100319475328460010118 100319475328460010118 No Assistant Professor, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran