The Concept of Safety and Security Education in the Context of Sustainability
Abstract
:1. Introduction
- Q1. What is the perception of the concept of security and safety among society?
- Q2. What are, the preferred by respondents, education forms for security and safety in the context of sustainable development?
- Q3. What are, the preferred by respondents, education techniques to perform effective security and safety education courses for high school and university students?
2. Literature Review
2.1. The essence of the Sustainability Concept in Contemporary Social Development and in Education for Safety
- Courses focusing on comprehensive, transdisciplinary analysis and solving problems related to sustainable development issues;
- Learning models for sustainable research, practice and social services;
- Conditions for lifelong learning.
- Research on problems identified by the community;
- Commitment to natural, economic and cultural well-being;
- Leading position in research and practice of sustainable development [2].
2.2. Definition of Safety and Its Role in the Process of Educating Social Attitudes
- a guarantee of inviolable survival and free development of the safety subject [18];
- a state of calmness, confidence, lack of danger and protection against it [19];
- maintaining sovereignty and territorial integrity, free choice of the country’s development path, achieving individual well-being and social development [20];
- appropriate state of organization of defense and protection against military and non-military threats of various areas of state activity [21].
- internal;
- international;
- economic;
- energy;
- social;
- cultural;
- ecological;
- information.
- altruism;
- virtue;
- obligation;
- acting according to conscience;
- dignity;
- tolerance;
- responsibility [25].
2.3. The Role and Importance of Education for Safety in Countering Economic, Social and Environmental Threats
- political,
- economic,
- technological,
- legal,
- socio-cultural,
- environmental,
- ethical.
3. Materials and Methods
- A.
- Desk research—that stage has included the overview of the literature sources that could be found on the scientific platforms like MDPI, Cambridge Journals Online—Cambridge University Press; Directory of Open Access Journals (DOAJ); EBSCOhost—Academic Search Complete; EB-SCOhost—Business Source Complete; EBSCOhost—Environment Complete; Emerald; Free Access Journals (HighWire); ibuk.pl; PLoS Journals; ScienceDi-rect/Elsevier/ICM; ScienceDirect/Springer/ICM; Wiley Online Library. The findings from that stage were mainly used in the introduction and the draft of the “Model of improving the education process in the field of education for security and safety in the context of sustainability”. The findings from that stage were helpful to answer the Q1, Q2 and Q3 research questions.
- B.
- Primary research using Computer-Assisted Web Interview and statistical analysis—The survey was conducted among two representative samples of high school and university students in Poland. 418 respondents have participated in the survey, that in compare to the minimal sample size, 280 respondents make the sample acceptable in order to representativeness. Among the respondents, 49.04% were women and 50.96% were men. That along the structure of students (high school vs. universities) and place of living (voivodeship) illustrates the structure of general population. The study included high school and university students, as well as military and civilian schools and colleges. In education system in Poland exist either solitaire classes in high schools or solitaire and military faculties in the universities that prepare future policemen, soldiers or security and safety experts. The age of the respondents was between 17 and 23 years. The characteristics of the sample according to the criterion of residence is shown in Table 1. For 40.91% of respondents, the place of residence is a village, while the rest of the respondents live in the city. The CAWI included several sections: Security & Safety; Threats and crisis management; Self-assessment of knowledge; Defence education; Patriotism; Decisions; Information on the respondent. Because of the wide thematic scope of the research the following paper covers the issues related to security and safety education. The questions used in the questionnaire were Likert scale arrays, ratio and dropdown. The data was analysed in the SPSS 22 statistical package. To find the relations between the data collected the Pearson’s correlation test and Chi-squared test were performed. The overall process was conducted according recommendations Hu, L. and Bentler, P. [13,18]. The findings from that stage were helpful to answer the Q2 and Q3 research questions.
- C.
- Primary research using Delphi Method—the survey questionnaire and especially the results from the CAWI were discussed with 20 security and safety experts to indicate the learning methods and tools to improve safety and security education. The findings from that stage were helpful to answer the Q2 and Q3 research questions
4. Results
- H0: the factors: (a) Eliminating threats of loss of life, health; (b) No threats related to terrorism; (c) Eliminating threats related to food and water contamination; (d) No threats related to crime; (e) Eliminating threats related to environmental pollution; (f) Access to energy sources; (g) Basic human need; (h) Eliminating threats of loss of material goods; (i) Eliminating the threat of loss of respect, feelings; (j) Access to the Internet; (k) Eliminating threats of job loss; (l) Access to social networks; (m) Access to mass media; (n) Having many friends and acquaintances do not depend on (A) sex; (B) profile of school; (C) place of living; (D) voivodship.
- H1: the factors: (a) Eliminating threats of loss of life, health; (b) No threats related to terrorism; (c) Eliminating threats related to food and water contamination; (d) No threats related to crime; (e) Eliminating threats related to environmental pollution; (f) Access to energy sources; (g) Basic human need; (h) Eliminating threats of loss of material goods; (i) Eliminating the threat of loss of respect, feelings; (j) Access to the Internet; (k) Eliminating threats of job loss; (l) Access to social networks; (m) Access to mass media; (n) Having many friends and acquaintances depend on (A) sex; (B) profile of school; (C) place of living; (D) voivodship.
- sex—between 0.09 to 0.18—that means the very weak or relationship;
- type of school—between 0.08 to 0.19—that means the very weak or relationship;
- place of leaving—between 0.10 to 0.21—that means the very weak or relationship;
- voivodship—between 0.11 to 0.20—that means the very weak or relationship;
- H0: the factors: (a) Organizing conferences or seminars; (b) Conducting retraining courses using the traditional method; (c) Publishing newsletters; (d) Conducting social campaigns in the mass media; (e) Conducting social campaigns in social media; (f) Conducting retraining courses using the e-learning method do not depend on (A) sex; (B) profile of school; (C) place of living; (D) voivodship
- H1: the factors: (a) Organizing conferences or seminars; (b) Conducting retraining courses using the traditional method; (c) Publishing newsletters; (d) Conducting social campaigns in the mass media; (e) Conducting social campaigns in social media; (f) Conducting retraining courses using the e-learning method depend (Figure 2) on (A) sex; (B) profile of school; (C) place of living; (D) voivodship.
- sex—between 0.08 to 0.2—that means the very weak or relationship;
- type of school—between 0.08 to 0.20—that means the very weak or relationship;
- place of leaving—between 0.12 to 0.21—that means the very weak or relationship;
- voivodship—between 0.11 to 0.18—that means the very weak or relationship;
- H0: the analysed factors do not depend on (A) sex; (B) profile of school; (C) place of living; (D) voivodship
- H1: the factors depend on (A) sex; (B) profile of school; (C) place of living; (D) voivodship.
- sex—between 0.07 to 0.17—that means the very weak or relationship;
- type of school—between 0.12 to 0.20—that means the very weak or relationship;
- place of leaving—between 0.12 to 0.18—that means the very weak or relationship;
- voivodship—between 0.11 to 0.18—that means the very weak or relationship;
5. Discussion and Limitations
- the sample structure—Although the structure could be treated as representative according to sex, type of school a place of living the research on a bigger scale could be performed in order to obtain better results.
- Utilization of technology—the further research should be done latest in two years because the teaching technology should change parallel to trends in entertainment and areas using high tech. Learning in order to be attractive has to carry element of modernity in order to be attractive for students.
6. Model of Improving the Education Process in the Field of Education for Security and Safety in the Context of Sustainability
- E-learning platforms—Remote learning platforms are the most popular tools used in the implementation of training. They offer the opportunity to learn anytime and anywhere. Therefore, they provide learning flexibility [34]. War Studies University uses the Moodle platform in this respect.
- Stakeholder analysis—(Identifying training needs)—each training must be adapter to the context of the situation on an ongoing basis. Only training in accordance with the needs of recipients can be considered effective, therefore both program content and the way of transferring knowledge should be agreed with the ordering party before commencing the training. The findings should be documented.
- Conducting an opening meeting—Each group training should start with an opening meeting during which you can discuss the purpose of the training, clarify issues related to the training tools used, and finally confirm the expectations of participants.
- Getting to know the theoretical foundations in the field of training—e-learning platform—the theoretical foundations are a range of knowledge that can be successfully learned using remote learning tools, such as e-learning platforms. This is mainly due to the different pace of knowledge acquisition by training participants.
- Checking theoretical knowledge—e-learning platform—checking theoretical knowledge is also a stage that can be implemented using remote learning tools, such as e-learning platforms. The use of e-learning platform allows for a flexible approach and modification of issues to be checked on an ongoing basis as needs arise.
- Individual training—immersed reality laboratory or VR Glasses—individual training can be carried out through 3D platforms. These platforms enable better, more visualized implementation of scenarios that take into account actions in realistic situations. In contrast to flat e-learning platforms, they provide greater immersion by, e.g., using accessories, such as VR googles or joysticks. 3D platforms can be used as a simple tool to implement scenarios that can be recorded and then made available in the form of instructional video. A more advanced way to conduct individual training is to use immersed reality, which is a more accurate representation of the real world in digital reality.
- Group training—immersed reality laboratory or VR Glasses—Conducted research has shown that group training should be an indispensable part of security training. The use of both VR tools, immersed reality and fast information transfer tools allows for the creation of virtual teams regardless of the physical presence of the course participants.
- Group training—field conditions—the experience of the author and experts shows that even the best training using VR technology will not replace training in a real environment. Therefore, it is necessary to create, wherever possible, a real training environment. This environment can of course be supported by such tools as IoT or monitoring. The use of tools to monitor group trainings taking place in a real environment is used both to improve the training environment and to better, more objective assessment of training participants.
- Closing the training—Each training should end with a closing meeting, whereby remote technologies such as videoconferencing can be used here. At this meeting, it should be first of all determined whether the training objectives have been achieved. Another issue is the assessment of how the training will be carried out and collection of suggestions for improving future training.
- Courses can be conducted in blended learning and completely remote mode.
- In terms of teaching method, it is possible to teach in a moderated and unmoderated manner, offline or online. The learning process can take place at any time, anywhere.
- The teacher can conveniently provide training materials.
- Materials can also be efficiently adapter to the training needs, and updated (assuming that the copyright of the creators of the training material is respected).
- Teachers can provide training for more people compared to full-time classes.
- Through the use of virtual space, teachers and learners can have continuous contact with each other, which has a positive effect on the motivation of the learners. However, it is worth noting that it is necessary to set rules for the manner and time of contact [35].
- Teachers, by publishing materials in cyberspace, also ensure the possibility of continually supplementing the user’s knowledge and skills (levelling deficiencies, professional development).
- It is worth noting that the courses can be implemented in a blended-learning form, which means that classes preparing for practical activities can just take place in a virtual space, or vice versa, practical classes are completed with a test or task on a 2D or 3D platform.
7. Conclusions
- Q1. What is the perception of the concept of security and safety among society?—The Polish society is rather homogenous when it comes to the perception on several issues in the area of safety and security. Both experts and respondents themselves agreed about that. The respondents identified the gap in their security and safety education so there is the need to prepare the propositions for security and safety courses. The situation with COVID-19 shows that knowledge and education in security and safety would be very important.
- Q2. What are, the preferred by respondents, education forms for security and safety in the context of sustainable development?—AMONG the highest-rated forms of education for safety in the context of sustainable development the following ones were indicated: simulations, trainings, gamification and exercises, campaigns in mass media as well as conducting social campaigns in social media.
- Q3. What are, the preferred by respondents, education techniques to perform effective security and safety education courses for high school and university students?—Both experts and respondents indicated the most effective training methods in safety education, e.g., e-learning platforms, serious games, social media, virtual worlds, simulators, integrated systems using e.g., kinect, VR goggles, accessories, mobile technologies. The most important indication in the situation related to COVID-19 had shown that all the education techniques should be available to perform in distance learning.
Funding
Conflicts of Interest
References
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Place of Residence | Percentage of Respondents |
---|---|
Village (A1) | 40.91% |
Suburban town (A2) | 12.44% |
A city up to 50,000 residents (A3) | 16.27% |
A city from 51,000 to 100,000 residents (A4) | 10.05% |
A city from 101,000 to 250,000 residents (A5) | 6.70% |
A city over 250,000 residents (A6) | 13.64% |
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Wysokińska-Senkus, A. The Concept of Safety and Security Education in the Context of Sustainability. Sustainability 2020, 12, 5022. https://doi.org/10.3390/su12125022
Wysokińska-Senkus A. The Concept of Safety and Security Education in the Context of Sustainability. Sustainability. 2020; 12(12):5022. https://doi.org/10.3390/su12125022
Chicago/Turabian StyleWysokińska-Senkus, Aneta. 2020. "The Concept of Safety and Security Education in the Context of Sustainability" Sustainability 12, no. 12: 5022. https://doi.org/10.3390/su12125022
APA StyleWysokińska-Senkus, A. (2020). The Concept of Safety and Security Education in the Context of Sustainability. Sustainability, 12(12), 5022. https://doi.org/10.3390/su12125022