TRANSFORMATIVE TEACHING STRATEGIES FOR THE TRAINING IN THE OCCUPATIONAL HEALTH AND SAFETY SYSTEM AIMED AT UNIVERSITY TEACHERS

Abstract

The objective of this article is to highlight the need to explore the cognitive strategies of 
university teachers in teaching and learning about occupational health and safety, to 
prepare transdisciplinary professionals who meet the demand of the labor market, 
complying with the Venezuelan legal framework. Given the objectives set, it is theoretically 
based on bibliographical sources from Sanz (2010), Vasquez (2010), Tente-Fanfani 
(2013), Organic Law on Prevention, Conditions and Work Environment (2005), among 
others. Likewise, this research is of a documentary type with a bibliographic design at a 
descriptive level. The results determined the critical importance of equipping university 
teachers with effective teaching strategies for teaching and innovation in Occupational 
Health and Safety (OHS). The proposed strategies, which include problem-based learning, 
simulations and the use of information technologies, proved to be valuable tools for 
fostering in-depth knowledge and practical application of OSH principles. The 
implementation of these strategies not only improves students' competence in identifying 
and mitigating occupational risks, but also promotes a culture of prevention and safety in 
the academic and professional environment. It is recommended that educational 
institutions consider integrating these strategies into their teacher training programs and 
creating collaborative spaces for the exchange of good practices in teaching OSH.