Ethics code: IR.SBMU.RETECH.REC.1403.186
Department of Public Health, School of Health and Safety, Shahid Beheshti University of Medical Sciences, Tehran, Iran. , n_keshavars@yahoo.com
Abstract: (21 Views)
Objective(s): This study examines the undergraduate occupational health and safety curriculum in Iran and compares it with similar programs in selected German universities. The aim is to identify differences and similarities in course structures, teaching methods, and their alignment with the needs of the labor market, ultimately providing recommendations to improve the Iranian curriculum.
Methods: A comparative analysis was conducted using the Bardi model, including description, interpretation, proximity, and comparison. The Iranian curriculum, which is standardized nationwide, was extracted from official documents, while German curricula were retrieved from the websites of seven universities. Differences in course structure, teaching methods, and focus areas were systematically evaluated.
Results: German universities lack a direct equivalent to Iran’s occupational health and safety engineering program. Instead, they offer related programs in risk and safety management, environmental protection, and digital health. The curricula in Germany vary by university due to the federal educational system, while in Iran, a unified curriculum is applied across all institutions. German programs emphasize practical skills, research, and alignment with industrial needs, contrasting with the theoretical and foundational focus of the Iranian curriculum.
Conclusion: The German approach, with its emphasis on innovation and practical training, better prepares students for the dynamic demands of global markets. Adopting elements such as advanced technological training, interdisciplinary approaches, and stronger industry partnerships could enhance the Iranian curriculum and improve graduate employability and performance. This study highlights actionable insights to align educational standards with international benchmarks.
Methods: A comparative analysis was conducted using the Bardi model, including description, interpretation, proximity, and comparison. The Iranian curriculum, which is standardized nationwide, was extracted from official documents, while German curricula were retrieved from the websites of seven universities. Differences in course structure, teaching methods, and focus areas were systematically evaluated.
Results: German universities lack a direct equivalent to Iran’s occupational health and safety engineering program. Instead, they offer related programs in risk and safety management, environmental protection, and digital health. The curricula in Germany vary by university due to the federal educational system, while in Iran, a unified curriculum is applied across all institutions. German programs emphasize practical skills, research, and alignment with industrial needs, contrasting with the theoretical and foundational focus of the Iranian curriculum.
Conclusion: The German approach, with its emphasis on innovation and practical training, better prepares students for the dynamic demands of global markets. Adopting elements such as advanced technological training, interdisciplinary approaches, and stronger industry partnerships could enhance the Iranian curriculum and improve graduate employability and performance. This study highlights actionable insights to align educational standards with international benchmarks.
Keywords: Occupational health, Curriculum comparison, Safety Management, Industrial Hygiene, Safety engineering.
Type of Study: Research |
Subject:
Educational Technology
Received: 2025/01/12 | Accepted: 2026/01/6
Received: 2025/01/12 | Accepted: 2026/01/6
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