Traffic Safety Education From a Lifelong Learning Perspective
Policy Recommendations for Vietnam, India and Nepal
Bibliographic Data
| ID | 14896315 |
|---|---|
| Authors | Nguyen Hoai Pham (0000-0001-5313-5396, Institute of Smart City and Management University of Economics Ho Chi Minh City Ho Chi Minh City Vietnam, corresponding author), Tu Anh Trinh (0000-0003-4948-1768, Institute of Smart City and Management University of Economics Ho Chi Minh City Ho Chi Minh City Vietnam), Yogeshwar V Navandar (0000-0001-5788-0609, NIT Calicut Calicut Kerala India), Ariane Cuenen (0000-0003-0715-7898, Transportation Research Institute (IMOB) Hasselt University Hasselt Belgium), Geert Wets (0000-0002-5485-9705, Transportation Research Institute (IMOB) Hasselt University Hasselt Belgium), Davy Janssens (0000-0003-4809-5363, Transportation Research Institute (IMOB) Hasselt University Hasselt Belgium) |
| Year | 2025 |
| Publication date | 2025-09-08 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Children & Society (JOURNAL) |
| Journal identifiers | ISSN: 0951-0605 • E-ISSN: 1099-0860 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/chso.13000 |
| OpenAlex | W4414068452 |
| Language | EN |
| References cited | 70 |
Higher secondary school students are at high risk on roads. Traffic safety education (TSE) should be a lifelong learning process to enhance traffic safety for this vulnerable group. This qualitative study, using focus groups and in‐depth interviews with important stakeholders (higher secondary school students, parents, teachers, police and experts), investigates the current state of TSE for higher secondary school students in Vietnam, India and Nepal from a lifelong learning perspective. Results indicate that while formal, non‐formal and informal learning exist, there is a need for innovation to meet students' needs. Realistic learning resources, gamification, virtual reality, simulations and a graduated licence programme are promising ways to engage students. A co‐creation platform based on design thinking places students at the centre and ensures shared responsibility among stakeholders. Policy recommendations are formulated to guide educators, practitioners and policymakers in developing effective TSE for students in the targeted countries
Experiential learning · Focus group · Informal learning · Lifelong learning · Process (computing · Qualitative property · Qualitative research · State (computer science · Occupational Health and Safety Research
Qualitative evaluation and research methods
From game design elements to gamefulness
Validation of non‐formal and informal learning in formal education
Interest and Self-Sustained Learning as Catalysts of Development
Road traffic injury among young people in Vietnam
Determining Sample Size
Effect of Road Safety Education on Road Risky Behaviors of Spanish Children and Adolescents
Developing a national road traffic safety education program in Iran
Knowledge is not enough
Can lifelong learning be the post-2015 agenda for the Least Developed Countries
Research and policy in lifelong learning
From policy to guidelines
Learning in non-formal education
Qualitative inquiry and research design
| Highly cited | No |
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