DESIGN FOR SAFETY (DFS) IN EDUCATION FOR CONSTRUCTION: A BIBLIOMETRIC ANALYSIS
DOI:
https://doi.org/10.35631/IJIREV.825011Keywords:
Construction, DfS, Education, SbDAbstract
Design for Safety (DfS) has emerged as a critical approach in the construction industry to eliminate or minimize occupational hazards through informed design decisions proactively. Despite increasing recognition of DfS principles, the integration of DfS into construction education and curriculum development remains fragmented and underexplored in the existing literature. Limited studies have systematically examined the intellectual structure, research evolution, and collaborative patterns of DfS in educational contexts, thereby constraining the development of comprehensive pedagogical frameworks for future construction professionals. Accordingly, this study aims to conduct a comprehensive bibliometric analysis of global research trends related to DfS in education for construction. Bibliographic data were systematically retrieved from the Scopus database. The retrieved dataset was subsequently refined and standardized using OpenRefine to ensure data consistency and accuracy prior to analysis. Scopus Analyzer and VOSviewer software were employed to examine publication trends, citation structures, keyword co-occurrence patterns, and country-level collaboration networks. Following the screening and refinement process, a total of 744 relevant publications were identified and analysed. The findings reveal a substantial increase in publication output after 2015, indicating growing scholarly attention toward integrating safety-oriented design principles into construction education. Keyword co-occurrence analysis further identified dominant research themes in construction, health and safety, construction safety, Building Information Modeling (BIM), virtual reality, and prevention through design, reflecting the increasing influence of digital technologies and Industry 4.0 in safety education. In addition, country-level collaboration analysis demonstrated that the United States and the United Kingdom remain the leading contributors to DfS educational research. Overall, this study provides a comprehensive overview of the intellectual development, thematic evolution, and global research landscape of DfS in construction education, offering valuable insights for researchers, educators, policymakers, and industry practitioners seeking to advance proactive safety integration within construction curricula and professional training.
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