Development of a Lifelong Learning Model for Distance Education in Occupational Health and Safety

Abstract

This study aimed to (1) examine learners’ goals and needs for lifelong learning in distance education in occupational health and safety, and (2) propose a model for lifelong learning management in distance education in occupational health and safety. A mixed-methods research design was employed, consisting of quantitative research using a validity- and reliability-tested questionnaire administered to 210 students enrolled in the Bachelor of Science program in Occupational Health and Safety at Sukhothai Thammathirat Open University. This was followed by qualitative research using in-depth interviews with eight key informants. Data credibility was ensured through triangulation. Data were analyzed using descriptive statistics and thematic analysis.

The quantitative findings revealed that (1) learners demonstrated a high level of demand for lifelong learning (x̅ = 4.25, SD = 0.72). Their primary goals were to acquire knowledge and apply it in practice. The most effective instructional model perceived by learners was blended learning. The most effective teaching technique was hands-on practice. The most effective instructional media were lecture slides and review slides. The most effective learning activities were small-group activities (2–5 learners), and the most effective assessment method was practical examinations. Major challenges included time management (57.14%) and learning expenses (32.86%). The qualitative findings from thematic analysis indicated that guidelines for lifelong learning management in distance education in occupational health and safety encompass five key aspects: learning models, instructional technology, experiential learning enhancement, interactive activities, and learning assessment. (2) The proposed lifelong learning management model for distance education in occupational health and safety consists of five core components and ten operational practices: 1) blended learning, incorporating both face-to-face and online learning; 2) instructional technology, including learning management systems and diverse learning media; 3) experiential learning enhancement through laboratory practice, fieldwork, and virtual technologies; 4) interactive activities, including small-group, real-time, and asynchronous activities; and 5) learning assessment, including midterm and final examinations, practical assessments, activity-based evaluation, and individualized feedback.

The study recommends that the findings be applied to the development of distance education programs in occupational health and safety, as well as other professional programs, to better align with learners’ needs and labor market demands. Further research should examine the effectiveness of the developed distance education model in improving learning outcomes and supporting continuous professional skill development in accordance with lifelong learning principles.