Competence oriented education of future HSE professionals: lessons learned

Abstract

HSE professionals are facing increased complexity and new emerging technologies in the changing world. This forces university educators to frequently alter their curricula and prepare more flexible, real-world and attractive training for future HSE professionals. With advances in cognitive psychology, the social constructivist theory prevails as the best solution to create a more effective and natural learning environment in terms of interactivity, cooperation, competence-building and problem-solving. We have created, altered and tested innovative teaching tools for university-level HSE education, such as virtual reality training, simulation games, online risk assessment tools, puzzles and case studies. New project-based course on HSE management as well as industry trainee program were developed to gain real-world practical experience. The outputs have been analysed and evaluated. Students appreciated the non-transmissive and learner-centred practices, clear instructions, the gradual rise of difficulty, connection to real workplaces, feedback and opportunity for reflection and the teacher in the role of facilitator. Future development of HSE-related curricula has to factor in asynchronous methods of learning to ensure that the students can choose their own pace. Future HSE professionals should be also able to self-reflect on lessons learned, to learn about learning and therefore to be able to define their competences and their translation more rigorously into real workplace scenarios.