This study aimed to empirically analyze the differences in learning satisfaction, learning engagement, and learning outcomes among university students based on the method of safety education: face-to-face, online, and blended learning. With the continued occurrence of laboratory accidents in universities, there is a growing need to verify the effectiveness of various educational methods and to present effective strategies for implementing safety education. A survey was conducted among students enrolled in four-year universities across South Korea, and a total of 408 responses were analyzed using SPSS 26.0 and AMOS 23.0 through factor analysis and one-way ANOVA. The results showed that face-to-face education yielded the highest levels in all three variables—learning satisfaction, engagement, and outcomes—followed by blended education, and lastly online education. Additionally, as students progressed to higher academic years, the overall effectiveness of safety education tended to decrease. In particular, fourth-year students showed the highest rate of online education participation and the lowest level of learning outcomes. These findings suggest the necessity for personalized and systematically designed safety education programs. By empirically demonstrating significant differences in learning outcomes according to the method of instruction, this study provides foundational data for improving university safety education. It particularly highlights the effectiveness of interaction and experience-based learning in face-to-face education, the potential of blended learning, and the importance of developing customized strategies based on students’ academic levels. Future safety education should be diversified and refined in alignment with learner characteristics and educational objectives.
Ko et al. (Sun,) studied this question.
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