THEORETICAL FOUNDATIONS OF ACTIVE AND INNOVATIVE METHODS IN TEACHING LIFE SAFETY

Abstract

This article establishes theoretical foundations for active and innovative pedagogy in Life Safety education at technical universities. Through systematic analysis of seven contemporary learning theories—constructivism, social constructivism, cognitive load theory, scaffolding, cognitive theory of multimedia learning, experiential learning, and retrieval practice—we derive discipline-specific didactic principles for safety competency development. The analysis reveals pedagogical convergence around a three-phase problem-activity-reflection framework, with cognitive load management and systematic scaffolding emerging as central design imperatives. These findings provide conceptual infrastructure for developing evidence-based instructional designs in technical safety education.