PEDAGOGICAL CONDITIONS FOR EFFECTIVE INSTRUCTION IN OCCUPATIONAL HEALTH AND SAFETY FUNDAMENTALS WITHIN THE SYSTEM OF HIGHER EDUCATION

Abstract

In the context of increasing professional risks, digitalization of production processes, and rising demands for safe professional behavior, the improvement of occupational health and safety (OHS) education in higher education has become a pressing pedagogical challenge. This study aims to theoretically substantiate and experimentally verify pedagogical conditions for effective instruction in the fundamentals of occupational health and safety in higher education. The research was conducted at Ilyas Zhansugurov Zhetysu University and involved 92 undergraduate students divided into control and experimental groups. The experimental design integrated Scenario-Based Learning and Reflective Learning Circles, supported by a Competency-Based Assessment Framework. Quantitative analysis was performed using the Effectiveness Growth Index and comparative gain indicators. The results demonstrate a significantly higher level of competency development in the experimental group compared to the control group, particularly in cognitive-behavioral and motivational-value components of OHS culture. The findings confirm that the systematic integration of active and reflective pedagogical methods enhances students’ professional readiness for safe occupational behavior and supports the sustainable formation of occupational safety culture in higher education