The Effectiveness of a Proposed Brain-Targeted Instruction Program Based on Mariel Hardiman’s Model to Develop Sustainable Thinking Skills and Reduce Cognitive Failure Rate in the Ecology course among First-Year Secondary Students

The research aimed to reveal the effectiveness of a brain-targeted instructional program based on Mariale Hardiman’s model in developing sustainable thinking skills and reducing cognitive failure among first-year secondary stage students in the Ecology course. The research adopted the experimental method using a quasi-experimental design (experimental and control groups with pre- and post-testing). The research population consisted of first-year secondary stage students in Bisha city. A random sample of (59) students was selected, with (31) in the experimental group and (28) in the control group. The research materials and instruments included the proposed instructional program, a sustainable thinking skills test, and a cognitive failure rate scale. The results revealed statistically significant differences at the (0.01) level between the mean scores of the experimental and control groups in the post-test, in favour of the experimental group, on the sustainable thinking test and its dimensions (systemic, futuristic, strategic, value-based, and collaborative). The results also showed statistically significant differences at the (0.01) level between the mean scores of the experimental and control groups in the post-application, in favour of the control group, on the cognitive failure rate scale and its dimensions (attention, memory, performance, and perception). The findings also revealed a statistically significant negative correlation between sustainable thinking and cognitive failure among the experimental group students. In light of these results, the research recommended adopting Mariale Hardiman’s model as a basis for teaching natural sciences and environmental sciences, by training teachers on its six dimensions and providing them with practical guides for its implementation.