Labor, Occupational Health, Work Accident
Conditions
Keywords
Occupational health literacy, occupational accidents, vocational education, and adolescents
Brief summary
In Türkiye, Vocational Education Centers (VECs) provide apprenticeship and mastery training as well as vocational course programs under the regulation of the Ministry of National Education. These centers aim to equip learners with practical and theoretical skills aligned with labor market needs. In VECs, students receive theoretical education one to two days per week, while spending four to five days receiving hands-on vocational training at workplaces. As part of this structure, students are insured against occupational accidents and diseases and receive 30% of the minimum wage. Currently, approximately 1.5 million students are enrolled in VECs, with an employment rate of 88%, significantly higher than that of vocational high schools (55%). The Motor Vehicles Technology field is one of the most populated programs in VECs. Türkiye's rapid advancement in the automotive industry has heightened the demand for a qualified workforce in this area. According to the UN Convention on the Rights of the Child, Türkiye recognizes every person under 18 years as a child. However, the labor force participation rate among children aged 15-17 has risen to 22.1%. These children often work long hours under unfavorable conditions. Reports indicate that children working in automotive technology suffer from musculoskeletal issues, lack tetanus vaccination, and do not utilize personal protective equipment. Despite Türkiye's ratification of international conventions addressing child labor, the prevalence of child labor and related adverse social and health consequences remain a challenge. Occupational accidents are alarmingly high among child workers. One critical factor in reducing such incidents is improving Occupational Health Literacy (OHL), defined as the capacity of workers to access, understand, and use information and services to make informed decisions regarding workplace health and safety. This project aims to reduce work-related accidents and improve the OHL levels of child workers in the Motor Vehicles Technology field through a Virtual Reality (VR) simulation-based occupational health and safety education program. VR simulation provides a three-dimensional, interactive learning environment where users can explore and engage with simulated scenarios. VR is particularly suitable for demonstrating hazardous, costly, or complex processes that are difficult to replicate in classroom settings. According to literature, VR-based learning yields better educational outcomes compared to traditional methods, offering cost-effectiveness, efficient space use, and opportunities for self-directed learning. The proposed program integrates VR simulations designed to present realistic workplace hazards and safety practices. Through immersive interaction, the program seeks to enhance learners' awareness and behavioral competence regarding occupational risks. This intervention, targeting Generation Z youth, aligns with the urgent need for innovative, tech-supported approaches to safeguard children's health in vocational contexts.
Interventions
BEHAVIORALvirtual reality simulation
no description, work attempt completed
Sponsors
Saglik Bilimleri Universitesi
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
NONE
Eligibility
Sex/Gender
MALE
Age
15 Years to 18 Years
Healthy volunteers
Yes
Inclusion criteria
* Children aged 15 to 18 enrolled in the Motor Vehicles Technology program at Sarıyer Atatürk Vocational Education Center, Residing in Istanbul during the data collection period and able to participate in face-to-face interviews, Officially registered for the 2024-2025 academic year, Regularly attending school, Regularly attending work-based training, Have not previously received virtual reality simulation-based occupational health and safety training, Have no physical or mental disabilities, Capable of using mass communication tools, Have parental consent, Willing to voluntarily participate in the study.
Exclusion criteria
Having any physical or mental disabilities, Unwilling to participate in the study, Irregular attendance at school or workplace, Students repeating a grade will be excluded from the study.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in occupational health literacy levels | Baseline, 4 weeks, and 8 weeks after the intervention | Occupational health literacy will be measured using a standardized questionnaire before and after the VR-based occupational health and safety training. Score changes will reflect effectiveness. |
Countries
Turkey (Türkiye)
Outcome results
None listed