1 University of Žilina (SLOVAKIA)
2 Matej Bel University (SLOVAKIA)
About this paper:
Appears in: ICERI2022 Proceedings
Publication year: 2022
Pages: 4765-4771
ISBN: 978-84-09-45476-1
ISSN: 2340-1095
doi: 10.21125/iceri.2022.1152
Conference name: 15th annual International Conference of Education, Research and Innovation
Dates: 7-9 November, 2022
Location: Seville, Spain
Security professionals, students and graduates of the Security and Safety Sciences study programme must be professionally, morally, physically and mentally fit to carry out their demanding work activities. Within the project of the Ministry of Education, Science, Research and Sport of the Slovak Republic - project KEGA Implementation of knowledge from social, behavioural and humanities disciplines into the training of students in the field of security sciences (043ŽU-4/2022), we are dedicated to the acquisition of knowledge from practice and its implementation into education. The situations that are dealt with by security professionals are variable. These situations are typically characterized by a lack of time and information. Mentioned situations place high demands on both security managers and staff.

Psychosocial risks are also significant factors affecting their productivity and effectiveness. EU-OSHA's ESENER surveys have identified the most significant psychosocial risks at work in organisations. These psychosocial risks are work stress, time pressure, and having to come into contact with problematic or troublesome clients. To deal with psychosocial risks, knowledge and skills are needed, which security professionals can acquire and develop through higher education and lifelong self-education.

Education aimed at developing the professional, psychological and moral competence of students in the field of security and safety sciences study programme is carried out within the framework of courses focusing on the social, behavioural and human sciences and other courses that subsume partial problems from the above-mentioned areas.

The background of the article are requirements for professionals in the area of security and safety and the curriculum of the study programme security and safety sciences. The article identifies and describes key areas of education for security and safety personnel, particularly in the crisis management and security management. The conclusion is oriented towards the description of specific situations that security and safety professionals have to deal with in practice and the description of (educational) means and aids leading to their professional training.
Education, security, practice needs, soft skills, social sciences.