This research set out to explore pedagogical models that could be used within Dublin Fire Brigade training settings to enhance the quality of teaching and learning for new recruits, with a focus on examining learning interactions/ engagement, learning experiences, and learning outcomes vis-à-vis knowledge-building and skills-retention for heuristic decision-making in the context of critical incidents. The research took inspiration from the DesignBased Research approach to investigate the traditional pedagogical model used within recruit training and to design and trial two adapted pedagogical models, each incorporating a fully immersed online module at the outset and instructor-led demonstrations and assessment. The first of the adapted models, the Blended model, included online modules that recruits completed before the traditional training by instructors was implemented. The second model, Tine, a station rotation model, offered opportunities for recruits to engage in the online modules, followed by staged engagement of recruits in instructor-led learning, peer learning, problem-based learning, and assessment of learning by instructors. The Tine model surpassed both the Traditional and Blended models in terms of knowledge retention by recruits. Recommendations from this study include exploration of the integration of the Tine model in other subjects within the recruit curriculum, such as Breathing Apparatus or Pump Operations, researching new technologies to assist the Tine model in future iterations and conducting a review of current Road Traffic Collision training materials.