Purpose: In dynamic organizational environments, traditional models of learning culture often overlook cognitive and emotional dimensions, leading to reduced innovation and resilience. This study aims to fill this gap by proposing a neuro-based conceptual model of learning culture and addressing the core question: How can cognitive mechanisms strengthen learning culture?

Method: This applied-developmental study employed an inductive meta-synthesis approach and qualitative content analysis based on the seven-stage model of Sandelowski and Barroso (2007). A systematic search in reputable databases identified 378 records; after removing duplicates (51 cases, leaving 327), title/abstract screening (excluding 26), full-text assessment, and final selection of 272 high-quality sources, 864 codes were extracted. Analysis in MAXQDA 2024 involved inductive steps including repeated data reading, systematic coding, conceptual categorization, interaction interpretation, findings presentation, and final synthesis. Validity was ensured through the CASP/MMAT checklist, Kappa coefficient (0.83), and PRISMA flow.

Findings: The inductive analysis identified four main components: emotions (emotional regulation for motivation), mental models (reconstruction of beliefs for adaptation), reflexivity (dynamic learning from experiences), and imaginations/metaphors (innovation through shared meanings). The interactive relationships among these components create a dynamic cycle that emphasizes cognitive-emotional linkages.

Conclusion: This conceptual model provides an innovative, evidence-based framework for integrating cognitive mechanisms into learning culture, effectively enhancing sustainable innovation, adaptability, and organizational resilience. It is recommended that managers implement practical neuroscience-based interventions, such as digital reflexivity programs and group emotional regulation sessions, while future research evaluates the model’s effectiveness through empirical case studies and longitudinal assessments.