Contextual Hook Engagement-Driven Model (CHEM): A Trauma-Aware, Learner-Centred Framework for Audio Learning in Education in Emergencies in Cameroon

Background: Armed conflict and other emergencies can interrupt schooling and restrict access to teachers, learning materials and supportive learning environments. Radio and other audio formats can help sustain instructional access, but reaching learners does not necessarily ensure meaningful participation or learning. Purpose: This article proposes the Contextual Hook Engagement-Driven Model (CHEM), a learner-centred framework for designing emergency audio lessons that begin with a relevant, non-threatening invitation to learn. Approach: The article offers a conceptual synthesis of constructivist and situated perspectives, self-determination theory, Universal Design for Learning, trauma-aware practice and Education in Emergencies guidance. UNICEF’s radio education programme in Cameroon’s North West and South West regions provides an illustrative context, rather than direct evidence of CHEM’s effectiveness. Framework: CHEM comprises four adaptable phases: Contextualise; Hook and reflect; Explore; and Make meaning and apply. The sequence combines familiar examples, optional reflection, feasible learner activity, explicit teaching and low-stakes formative checks. Implications: The framework offers practical guidance for script design, safeguarding, accessibility and future evaluation. Conclusion: CHEM is a proposed instructional design approach; its effects on engagement, achievement, learner agency and wellbeing require empirical testing.