The Role of Statistics and English Courses in Developing Health, Safety, and Environment Competencies among Students in Benghazi

Abdelsalam Abuzred; Amenh Yousif; Manubiya Eiasy; Mohammed Buzaridah; Hamad Mustafa; Mussa Shomata; Aeshah Alzayani; Abubakr Mohammed

doi:10.54361/ajmas.269715

Authors

Abdelsalam Abuzred Health, Safety, and Environmental Department, Arabian Gulf Oil Company (AGOCO), Higher Institute of Engineering Technologies, and College of Medical Technology, Benghazi, Libya https://orcid.org/0000-0002-5553-6342
Amenh Yousif Department of Family and Community Medicine, Faculty of Medicine, University of Benghazi, Libya https://orcid.org/0000-0001-6001-2917
Manubiya Eiasy General Department, College of Medical Technology, Benghazi, Libya https://orcid.org/0009-0004-2491-295X
Mohammed Buzaridah General Department, College of Medical Technology, Benghazi, Libya https://orcid.org/0000-0002-6282-7762
Hamad Mustafa Department of Radiology, College of Medical Technology, Benghazi, Libya https://orcid.org/0000-0002-4025-5185
Mussa Shomata Higher Institute of Engineering Technologies, Benghazi, Libya https://orcid.org/0000-0002-9510-005X
Aeshah Alzayani Higher Institute of Engineering Technologies, Benghazi, Libya https://orcid.org/0000-0001-9560-6280
Abubakr Mohammed Higher Institute of Engineering Technologies, Benghazi, Libya https://orcid.org/0000-0003-0456-9985

DOI:

https://doi.org/10.54361/ajmas.269715

Keywords:

Health, Safety, Environment, Statistics, English Courses, Curriculum Integration, Benghazi, Libya

Abstract

Curriculum Integration is essential in Libyan education for bridging the gap between academic skills and professional competencies. This study explored how Statistics and English language courses help students in Libya develop competencies in Health, Safety, and Environment (HSE). A total of 200 undergraduate students participated: 100 from the Faculty of Medical Technology and 100 from the Higher Institute of Engineering Technologies. Students completed three assessments: an English proficiency test, a Statistics basic skills test, and an HSE competency test. The results showed that the Faculty of Medical Technology demonstrated significantly higher English proficiency, with 78% of its students achieving a good score (≥70%) compared to only 32% of engineering students (p < 0.001). In contrast, the Higher Institute of Engineering Technologies demonstrated significantly higher Statistics proficiency, with 82% of its students achieving a good score compared to 28% of medical technology students (p < 0.001). Furthermore, the Engineering Institute also showed significantly higher HSE competencies, with 79% of its students achieving a good score compared to 52% of medical technology students (p < 0.001). Correlation analysis revealed that English was strongly associated with HSE performance in medical technology (r = 0.72), whereas Statistics was strongly associated with HSE performance in engineering technologies (r = 0.79). No significant gender differences were found. Students who attended prior HSE workshops reported higher confidence and better performance. Therefore, the study recommends integrating practical HSE examples into Statistics and English courses based on each institution's strengths.