NAVIGATING DESIGN FOR SAFETY EDUCATION: A Framework of Diffusion and Implementation Barriers

In this study, the authors developed a framework of the barriers to design for safety (DfS) education and training diffusion in architecture, engineering, and construction (AEC) based on a literature review and outline some improvement strategies. They authors were motivated by the little attention...

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Published in:Handbook of Drivers of Continuous Improvement in Construction Health, Safety, and Wellbeing
Main Author: Umeokafor N.; Windapo A.; Umar T.; Che Ibrahim C.K.I.
Format: Book chapter
Language:English
Published: CRC Press 2024
Online Access:https://www.scopus.com/inward/record.uri?eid=2-s2.0-85208905471&doi=10.1201%2f9781032614069-18&partnerID=40&md5=e6c204a853c1ce7725249750269ac800
id 2-s2.0-85208905471
spelling 2-s2.0-85208905471
Umeokafor N.; Windapo A.; Umar T.; Che Ibrahim C.K.I.
NAVIGATING DESIGN FOR SAFETY EDUCATION: A Framework of Diffusion and Implementation Barriers
2024
Handbook of Drivers of Continuous Improvement in Construction Health, Safety, and Wellbeing


10.1201/9781032614069-18
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85208905471&doi=10.1201%2f9781032614069-18&partnerID=40&md5=e6c204a853c1ce7725249750269ac800
In this study, the authors developed a framework of the barriers to design for safety (DfS) education and training diffusion in architecture, engineering, and construction (AEC) based on a literature review and outline some improvement strategies. They authors were motivated by the little attention that the topic has received despite its strategic position in improving construction health and safety. The authors conducted thematic analysis of the extracted data and identified limited attention to DfS; school curricula do not make provisions for health and safety including DfS content, and there is little enthusiasm from academics to address this. Other reasons for the lack of academic attention to DfS are the lack of time required; negative attitudes; and the lack of necessary DfS skills, knowledge, and experience. In addressing these, proposed strategies include incorporating DfS concepts into AEC designs, developing DfS capacity for academics, and adopting innovative teaching methods. The study is based on a literature review and is therefore somewhat subjective. Consequently, empirical validation and a deeper insight into the findings are recommended based on adopting both qualitative and quantitative approaches. Further, the authors recommend a detailed study on strategies for DfS education and training diffusion and implementation that would identify and contextualise barriers not already covered in the literature to expand understanding of them. © 2025 selection and editorial matter, Nnedinma Umeokafor, Fidelis Emuze, Che Khairil Izam Che Ibrahim, Riza Yosia Sunindijo, Tariq Umar, Abimbola Windapo and Jochen Teizer.
CRC Press

English
Book chapter

author Umeokafor N.; Windapo A.; Umar T.; Che Ibrahim C.K.I.
spellingShingle Umeokafor N.; Windapo A.; Umar T.; Che Ibrahim C.K.I.
NAVIGATING DESIGN FOR SAFETY EDUCATION: A Framework of Diffusion and Implementation Barriers
author_facet Umeokafor N.; Windapo A.; Umar T.; Che Ibrahim C.K.I.
author_sort Umeokafor N.; Windapo A.; Umar T.; Che Ibrahim C.K.I.
title NAVIGATING DESIGN FOR SAFETY EDUCATION: A Framework of Diffusion and Implementation Barriers
title_short NAVIGATING DESIGN FOR SAFETY EDUCATION: A Framework of Diffusion and Implementation Barriers
title_full NAVIGATING DESIGN FOR SAFETY EDUCATION: A Framework of Diffusion and Implementation Barriers
title_fullStr NAVIGATING DESIGN FOR SAFETY EDUCATION: A Framework of Diffusion and Implementation Barriers
title_full_unstemmed NAVIGATING DESIGN FOR SAFETY EDUCATION: A Framework of Diffusion and Implementation Barriers
title_sort NAVIGATING DESIGN FOR SAFETY EDUCATION: A Framework of Diffusion and Implementation Barriers
publishDate 2024
container_title Handbook of Drivers of Continuous Improvement in Construction Health, Safety, and Wellbeing
container_volume
container_issue
doi_str_mv 10.1201/9781032614069-18
url https://www.scopus.com/inward/record.uri?eid=2-s2.0-85208905471&doi=10.1201%2f9781032614069-18&partnerID=40&md5=e6c204a853c1ce7725249750269ac800
description In this study, the authors developed a framework of the barriers to design for safety (DfS) education and training diffusion in architecture, engineering, and construction (AEC) based on a literature review and outline some improvement strategies. They authors were motivated by the little attention that the topic has received despite its strategic position in improving construction health and safety. The authors conducted thematic analysis of the extracted data and identified limited attention to DfS; school curricula do not make provisions for health and safety including DfS content, and there is little enthusiasm from academics to address this. Other reasons for the lack of academic attention to DfS are the lack of time required; negative attitudes; and the lack of necessary DfS skills, knowledge, and experience. In addressing these, proposed strategies include incorporating DfS concepts into AEC designs, developing DfS capacity for academics, and adopting innovative teaching methods. The study is based on a literature review and is therefore somewhat subjective. Consequently, empirical validation and a deeper insight into the findings are recommended based on adopting both qualitative and quantitative approaches. Further, the authors recommend a detailed study on strategies for DfS education and training diffusion and implementation that would identify and contextualise barriers not already covered in the literature to expand understanding of them. © 2025 selection and editorial matter, Nnedinma Umeokafor, Fidelis Emuze, Che Khairil Izam Che Ibrahim, Riza Yosia Sunindijo, Tariq Umar, Abimbola Windapo and Jochen Teizer.
publisher CRC Press
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