A catharsis-based approach to learning retention: a theoretical framework integrating emotional engagement and cognitive load

Purpose This study aims to examine a catharsis-based interdisciplinary approach to learning retention. It introduces a theoretical framework as a structured approach to learning that enhances emotional investment, optimises cognitive processing and strengthens long-term knowledge retention. Design/methodology/approach The study uses integrative literature review as a theoretical–conceptual approach, synthesising research from educational psychology, workplace learning and affective neuroscience. The proposed framework places catharsis as a mechanism for emotional engagement, with cognitive load moderating its effectiveness in workplace training. Findings Catharsis-based learning enhances knowledge retention through engagement on a deeper emotional level. Cognitive load acts as the moderator, highlighting the need to organise emotionally engaging training, like storytelling, simulation and guided reflection, to maximise cognitive retention and practical application. Practical implications This study provides a structured framework for corporate training that integrates catharsis to enhance learning retention. Practitioners can design emotionally compelling, retention-driven training by curating adaptive learning interventions, thus ensuring engagement and learning retrieval. The model is particularly well-suited for high-stakes decision-making and behavioural skills, including leadership development, cultural sensitization and DEI initiatives. Originality/value This research provides a structured framework for academic research, corporate training and HRD practitioners. Unlike conventional learning models, which address only surface-level emotional processing, this study positions catharsis as a pathway to emotional resolution for enhancing learning and long-term memory.