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The ability to make correct decisions, based on the tunnel’s specific characteristics, demands welltrained incident commanders equipped with sufficient knowledge and skills. The potential catastrophic consequences of tunnel fires have increasingly become a societal concern, with a growing demand to increase safety and emergency response management in European tunnels. However, from the incident commanders’perspective, learning in tunnel fire safety remains a relatively unexplored area. The current learning activities for tunnel fire response are limited and place no specific requirements on the content, instructional techniques and necessary level of competence. Designing learning activities requires careful consideration of what, why and how learning occurs. To enhance incident commanders’competence and ensure adequate emergency response during incidents in tunnels, the European Commission recently supported the development of an educational programme. As part of this programme, a pilot course was developed for incident commanders and carried out in Stavanger during the fall of 2021. The designers had a strict focus on parameters enhancing  \nVocational learning of incident commanders in tunnel fire safety work 425  \nlearning, based on a vocational learning model. This article presents the design and results from the pilot course and the mechanisms that are most likely to promote and inhibit learning. Results show that learners must be engaged in activities that emphasize problem-solving abilities and critical reflection, to enhance their ability to make sense of complex situations and subsequently act effectively. Furthermore, sharing experiences requires an open atmosphere of communication and the encouragement of creativity.  \nKeywords: incident commander, tunnel fire safety, pilot course, vocational learning, competence  \nIntroduction  \nThe major fires in road tunnels at the turn of the millennium (e.g., the Mont Blanc tunnel 1999, the Tauern tunnel 1999 and the St Gotthard tunnel 2001) demonstrated that tunnel fires have the potential to develop into critical events with catastrophic consequences for road tunnel users and first responders (Voeltzel & Dix, 2004) . These experiences are important and influence the understanding of potential events that might also strike fire and rescue personnel responsible for emergency response in Norwegian tunnels.Even though there are 20 -30 fires and near fires in Norwegian road tunnels annually (there are approx.1250 tunnels in Norway), these are rarely complex or with high heat release rates. Over the last 15 years, an average of one major fire per year has occurred in Norway with the potential for becoming a major accident (more than 5 people killed).Thus, these experiences as well as potential worst-case scenarios make a range of contributions to fire and rescue personnels’ongoing learning and competence development, and they must therefore be adapted and transferred to the personnel through workplace related activities.The adaption and transfer of knowledge and experiences might be facilitated using tools that combine challenging mechanisms of tunnel fires in local tunnels, involving the relevant personnel being responsible for the emergency work.  \nCurrently, we see worldwide that the dynamic tunnel fire safety situation places huge demands on the competence of first responders and especially on those in charge of emergency response activities.Proper tools to ensure sufficient competence enhancing works within the  \n426 Gabriela Bjørnsen and Ove Nja  \nemergency services are lacking.Furthermore, to our knowledge, the use of such tools in a system of didactic activiti","cbCaitsh2cRlYKD1","https://ap.wps.com/l/cbCaitsh2cRlYKD1","pdf",216281,23,"English","# Introduction\n## Pilot course design and learning mechanisms\n## Findings and implications","[{\"question\":\"Why is vocational learning important for incident commanders in tunnel fire safety work?\",\"answer\":\"Tunnel fires create unusual, complex conditions where correct decisions depend on commanders having sufficient knowledge and skills. The article argues that learning in this area is still insufficiently explored and lacks structured requirements.\"},{\"question\":\"How was the pilot course for incident commanders developed?\",\"answer\":\"The course was developed as part of a European Commission educational programme and carried out in Stavanger in fall 2021. Designers applied a vocational learning model to guide the learning parameters.\"},{\"question\":\"What learning mechanisms most likely promote effective learning in the pilot course?\",\"answer\":\"Results show learners benefit from activities emphasizing problem-solving and critical reflection to interpret complex situations and act effectively. Sharing experiences also requires open communication and encouragement of creativity.\"}]","Australian Journal of Adult Learning - Vocational learning of incident commanders in tunnel fire safety work | PDF",1792076831,58]