ANALYSIS OF LIFE SAFETY CURRICULUM IN TECHNICAL UNIVERSITIES: A PROFESSIONAL CONTEXT INTEGRATION FRAMEWORK
Keywords:
Curriculum analysis, life safety education, professional contextualization, competency-based education, risk management, engineering education.Abstract
This study presents a systematic methodology for analyzing Life Safety curricula in technical higher education institutions, focusing on the degree of professional context integration. Despite broad coverage of invariant core content (labor legislation, industrial sanitation, fire and electrical safety), existing curricula often lack systematic connection to professional engineering contexts and fail to produce tangible artifacts demonstrating competency. We propose a three-component analytical framework: interpretive content analysis with coding, time-distribution analysis, and competency mapping. A Professional Context Linkage Index (PCLI) is introduced to quantitatively assess curricula on a 0-100 scale based on scenario share (S), artifact share (A), and risk management coverage (R). Gap analysis reveals four typical deficiencies: (G1) core without context, (G2) context without artifacts, (G3) artifacts without assessment criteria, and (G4) disconnected risk management chains. The framework provides an evidence-based foundation for curriculum redesign, transitioning from content-as-topic-list to integrated content-pedagogy-assessment systems that produce risk-based decision-making competencies and portfolio evidence.
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