Abstract:

Training in the prevention of occupational risks plays a very important role in prevention, especially if it is aimed at disadvantaged groups, who may compromise their access to the labour market in conditions of safety and psycho-physical comfort.

In the last years the implementation of Basic Occupational Risk Prevention Courses within the vocational training programmes for work-linked employment (in Spain ETCOTE), which are aimed at these groups, has been made compulsory.

For all these reasons, the present research aims to establish methodological guidelines, for the teachers of this training, that take into account the profile of the participants, the specialties of the professional certificates that are offered, the organization and management of the works and services offered in these types of programmes.

For this reason, this study analyses some Prevention of Occupational Risks’ learning experiences from job workshops, assessing their results in the medium term, and reviews new trends in adult education.

From the research carried out it becomes evident that a traditional or academic methodological approach (Direct Instruction) does not achieve an effective learning, obtaining better results in the long term in the cases of more practical methodologies, active and based on students' previous knowledge.

In the same way, positive results or at least a better learning environment are related to the use of gamification techniques in teaching, motivation and student participation.

The proposed methodologies can also be scaled up in other areas of occupational safety and health training in order to break with working habits and achieve good practice behaviours for the day-to-day life of the worker.

Keywords:

Didactic methodology, PRL training, adult learning, teaching tools, gamification.