Introduction: Curriculum refers to formal and informal content, process, content, overt and hidden trainings through which the learner under the guidance of the school acquires the necessary knowledge and acquires skills and changes attitudes, appreciations and values. In this research, the compilation and design of a brain information management curriculum was discussed with the foundational data theory method. Methods: In this research, the foundation's data analysis technique has been used as the main research strategy. Interviews were used to collect research data. The participants were 17 experts in this field. The analyzes revealed 67 codes or primary concepts. Results: Curriculum objective (14 factors), curriculum logics (12 factors), and techniques (11 factors) had the highest number in concepts. Conclusion: The content, materials and resources that are needed to develop such a curriculum can be extracted from existing sources and some of these materials and resources need to be designed and developed. It covers the spectrum of information analysis, processing reconstruction, information pathogenesis, information management, infomorphology, infotherapy, brain function, neuroscience. Some of these contents are available and it seems that more of them need editing. Evaluation and evaluation method appropriate for this course was formative evaluation method. Manuscript profile

Introduction: Curriculum refers to formal and informal content, process, content, overt and hidden training through which the learner under the guidance of the school acquires the necessary knowledge and acquires skills and changes attitudes, appreciations, and values. In this research, the compilation and design of a brain information management curriculum was discussed with the foundational data theory method. Methods: In this research, the foundation's data analysis technique has been used as the main research strategy. Interviews were used to collect research data. The participants were 17 experts in this field. The analysis revealed 67 codes or primary concepts. Results: Curriculum objective (14 factors), curriculum logic (12 factors), and techniques (11 factors) had the highest number of concepts. Conclusion: The content, materials, and resources that are needed to develop such a curriculum can be extracted from existing sources and some of these materials and resources need to be designed and developed. It covers the spectrum of information analysis, processing reconstruction, information pathogenesis, information management, infomorphology, infotherapy, brain function, and neuroscience. Some of these contents are available and it seems that more of them need editing. The evaluation and evaluation method appropriate for this course was the formative evaluation method. Manuscript profile