Reconceptualizing Safety Training for Migrant Workers in Korea: Integrating Cognitive Load Theory and Andragogy

High-quality industrial safety training is crucial for minimizing workplace accidents, especially in multilingual and multicultural settings. However, current training often neglects the cognitive limitations and contextual needs of adult learners. This conceptual paper proposes a framework that combines Cognitive Load Theory (CLT) with andragogical principles to bridge these gaps. The goal is to balance intrinsic, extraneous, and germane cognitive loads while matching adult motivations and experiences. The model uses a multilayered instructional design that considers learner characteristics, processing strategies, and scenario-based techniques. Key training challenges include language barriers, cognitive overload, and cultural mismatches. The framework offers comprehensive strategies for recognizing hazards, improving retention, and transferring behavior. The implications for employers, educators, and policymakers are explored, particularly in supporting migrant workers. The model provides a scalable, flexible solution for enhancing safety training globally.