Adoption of Brain-Based Instruction by Higher Education Science and Engineering Departments in Ethiopia: A Quantitative and Qualitative Survey

Brain-Based Instruction methods have become influential at almost all educational levels. This paper examined the extent to which Natural and Computational Sciences Engineering instructors in Ethiopian Higher Education Institutions apply principles (i.e., relaxed alertness, orchestrated immersion, active processing) their learningteaching process. used a descriptive survey research design with concurrent mixed (quantitative qualitative) methodology. A questionnaire was gather quantitative data from random sample of 512 (292 220 Engineering). Qualitative were gathered six selected (three three Engineering) via semistructured interview. pilot study confirm validity reliability instruments. Quantitative analyzed by standard univariate methods. thematic analysis. The findings depicted that limited implementation principles. Furthermore, showed Diploma Program training length teaching experience positively influenced use discusses implications for Ethiopia suggests areas future research.