This paper shares the experience of the Diploma in Chemical Engineering (DCHE) of Singapore Polytechnic (SP) in using suitable information communication technology (ICT) tools to develop a safety mindset in chemical engineering students through its skill-based modules. In particular, it focuses on the usage of virtual reality to provide a meaningful learning experience. The paper first introduces the four skill-based modules in the DCHE curriculum, where the spiral curriculum model was adopted to provide a systematic structure to build up student competencies spanning across 5 semesters. The spiral curriculum introduces simple concepts first, which are then revisited and re-construed in a more in-depth and elaborated manner through the instructional process over time. The competencies are built on basic key concepts at the beginning of the course, and complex concepts are developed more elaborately over time through various learning activities. The knowledge and skill competencies are leveled up from one semester to another, which allow students to progress from basic know-how to application of principles in various context. The paper then provides a brief explanation of the use of augmented reality / virtual reality (AR/VR) in safety training. It presents our approach to progressively developing safety competency consisting of the spiral curriculum course structure, culminating in the attainment of the desired safety mindset. The first attempt aims to develop workplace safety awareness so that students become aware of safety practices. In subsequent efforts, students learn to identify workplace hazards, evaluate risks posed by various hazards, and eventually demonstrate a safety mindset in a suitable work environment, which signifies the advances in student learning to inculcate a safety mindset. A simple quantitative survey was carried out to evaluate the effectiveness of the training package in terms of engagement of learning and knowledge retention. The preliminary findings indicate that the training package has a positive impact on student learning. The last section of the paper outlines the broad areas where we can continue to improve the development of the safety mindset in chemical engineering students.
