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.
