Reconstructing construction safety Training: A systematic review based on learning theories and instructional design principles

Abstract

The construction industry faces a high rate of safety accidents. Despite being a critical component of safety management, safety training often falls short of expectations. This shortcoming has been attributed to the insufficient integration of Learning Theories (LTs) and Instructional Design (ID) principles in Construction Safety Training (CST). This paper presents a systematic review of CST, incorporating insights from prominent ID sources, including ID elements (objective, session scheduling, content, tools and methods, learning tasks, and evaluation) and the most prominent LTs. The extent of adherence to these principles and theories in previous CST studies has been evaluated by reviewing 48 CST papers to identify opportunities for improvement. Recommendations for enhancing future CSTs include a) targeting Affective objectives, b) avoiding single-session condensed training, c) incorporating task-based training, d) conducting follow-up and long-term evaluations of knowledge and behavior, and e) incorporating LTs and Principles of Instruction explicitly and systematically. This study compared student training with site worker training, as well as training with and without computer tools, to identify gaps and provide tailored recommendations to improve each type of training. The findings lay the groundwork for integrating ID knowledge into CST, avoiding ID errors, and ultimately enhancing CST’s efficiency to reduce accidents.