Digital Transformation: Processes, Organisational Models and Osh Training

Authors

  • Sara Stabile Senior Researcher, Department of Occupational and Environmental Medicine, Epidemiology and Hygiene, INAIL
  • Rosina Bentivenga Senior Researcher, Department of Occupational and Environmental Medicine, Epidemiology and Hygiene, INAIL
  • Emma Pietrafesa Senior Researcher, Department of Occupational and Environmental Medicine, Epidemiology and Hygiene, INAIL
  • Edvige Sorrentino Researcher, Department of Occupational and Environmental Medicine, Epidemiology and Hygiene, INAIL
  • Margherita Bernabei Post-doctoral researcher, Department Mechanical and Aerospace Engineering Sapienza University of Rome
  • Silvia Colabianchi Associate Professor, Department of Engineering and Science Universitas Mercatorum
  • Francesco Costantino Full Professor, Department of Computer, Control, and Management Engineering “Antonio Ruberti” Sapienza University of Rom

DOI:

https://doi.org/10.61007/QdC.2026.1.388

Keywords:

occupational safety and health (OSH), digitalisation, training, manufacturing sector

Abstract

This article examines the implications of digital transformation for the management of occupational safety and health (OSH) in Italian manufacturing companies. Developed within the framework of the FEREO project, the study investigates how organisations are adapting their organisational structures and OSH training strategies in response to technological innovation. Particular emphasis is placed on the evolution of training processes, including objectives, content, pedagogical methodologies, delivery modalities, and evaluation mechanisms, with the overarching goal of ensuring effective and continuous upskilling and reskilling of the workforce. The paper underscores the importance of aligning OSH training frameworks with both ongoing technological advancements and the regulatory developments introduced by the 2025 State–Regions Agreement. By doing so, the study contributes to a more comprehensive understanding of the ways in which digitalisation is reshaping OSH governance and fostering the development of high-quality, resilient, and future-oriented training systems.

References

Abt, C. C. (1987). Serious games. University Press of America.

Anolli, L., & Confalonieri, L. (2011). Learning, dynamic assessment and serious games. In Education in a technological world: Communicating current and emerging research and technological efforts (pp. 279–287). Formatex Research Center.

Asbury, J.-E. (1995). Overview of focus group research. Qualitative Health Research, 5. https://doi.org/10.1177/104973239500500402.

Bentivenga, R., Bernabei, M., Carli, M., Colabianchi, S., Costantino, F., Ferrarotti, A., ... & Stabile, S. (2024a). Advancing Occupational Safety and Health training: a Safety-II integration of the ADDIE model for virtual reality. In International Conference in Methodologies and intelligent Systems for Technology Enhanced Learning (pp. 313-324). Cham: Springer Nature Switzerland.

Bentivenga, R., Bernabei, M., Carli, M., Colabianchi, S., Costantino, F., Ferrarotti, A., ... & Stabile, S. (2024b). Transforming Training with New Enabling Technologies: A Proposal to Verify the Efficacy of Virtual Reality Tools in the Occupational Health and Safety Sector. In International conference on WorldS4 (pp. 435-442). Singapore: Springer Nature Singapore.

Bernabei, M., et al. (2024). Enhancing occupational safety and health training: A guideline for virtual reality integration. IEEE Access.

Conferenza Stato-Regioni. (2025). Accordo, ai sensi dell’articolo 37, comma 2, decreto legislativo 9 aprile 2008, n. 81, tra il Governo, le regioni e le Province autonome di Trento e di Bolzano, finalizzato all’individuazione della durata e dei contenuti minimi dei percorsi formativi in materia di salute e sicurezza, di cui al medesimo decreto legislativo n. 81 del 2008 (Rep. atti n. 59/CSR). (25A03080). GU Serie Generale, n.119 del 24-05-2025.

Costantino, F., Falegnami, A., Fedele, L., Bernabei, M., Stabile, S., & Bentivenga, R. (2021). New and emerging hazards for health and safety within digitalized manufacturing systems. Sustainability, 13(19), 10948.

Council of the European Union. (2018). Council Recommendation of 22 May 2018 on key competences for lifelong learning (2018/C 189/01). Official Journal of the European Union.

Decreto Legislativo n.231 (2001). Disciplina della responsabilità amministrativa delle persone giuridiche delle società e delle associazioni anche prive di personalità giuridica, a norma dell’art.11 della legge 29 settembre 2000, n.300. Gazzetta Ufficiale, (140).

Decreto Legislativo n. 81. (2008). Attuazione dell’articolo 1 della legge 3 agosto 2007, n. 123, in materia di tutela della salute e della sicurezza nei luoghi di lavoro. Gazzetta Ufficiale, (101).

Dentici, M. C., Pellicci, M., & Stabile, S. (2014). L’informazione e formazione efficaci quali requisiti di idoneità preventiva del sistema di gestione della sicurezza e del modello organizzativo ai sensi del D.Lgs 231/2001. In Infortuni sul lavoro e doveri di adeguata organizzazione: dalla responsabilità penale individuale alla «colpa» dell’ente (pp. 253–286). Napoli: Jovene.

European Agency for Safety and Health at Work (Eu-OSHA). (2018) Foresight on new and emerging occupational safety and health risks associated with digitalisation by 2025, 2018. Retrieved (November 30, 2025) from https://osha.europa.eu/en/publications/foresight-new-and-emerging-occupational-safety-andhealth-risks-associated

European Agency for Safety and Health at Work (Eu-OSHA). (2024). Worker exposure to virtual and augmented reality and metaverse technologies: how much do we know? Retrieved (November 30, 2025) from https://osha.europa.eu/en/publications/worker-exposure-virtual-and-augmented-reality-and-metaverse-technologies-how-much-do-we-know.

European Commission, European Digital Decade (2025) Retrieved (November 30, 2025) from Europe’s Digital Decade | Shaping Europe’s digital future.

European Commission. (2018). Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions on the Digital Education Action Plan (COM(2018) 22 final). Retrieved (November 30, 2025) from https://eur-lex.europa.eu/legal-content/EN/TXT/HTML/?uri=CELEX:52018DC0022.

European Commission. (2017). Pillar of Social Rights Retrieved (November 30, 2025) from https://employment-social-affairs.ec.europa.eu/policies-and-activities/european-pillar-social-rights-building-fairer-and-more-inclusive-european-union_en.

European Parliament and Council. (2009). Recommendation of the European Parliament and of the Council of 18 June 2009 on the establishment of a European Quality Assurance Reference Framework for Vocational Education and Training (Text with EEA relevance). Official Journal of the European Union, C 155, 8.7.2009. Retrieved (November 30, 2025) from https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32009H0708(01).

European Union. (2021). Communication from the Commission to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions. Brussels. Retrieved (November 30, 2025) from https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=celex:52021DC0323.

Fereo. (2022). BRiC 2022–ID 63. Retrieved from http://www.fereo.it.

Handayani, H. (2025). The role of digital communication tools in increasing occupational health and safety awareness. Jurnal Konseling dan Pendidikan, 13(2), 316-325.

Höhl, W. (2019). Game-based learning—Developing a business game for interactive architectural visualization. In 2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games) (pp. 1–4). IEEE.

Knowles, M. S. (1970). The modern practice of adult education: Andragogy versus pedagogy. Cambridge Book Company. Retrieved (November 30, 2025).

International Labour Organization (ILO). (2025) Revolutionizing health and safety: The role of AI and digitalization at work Retrieved (November 30, 2025) from https://www.ilo.org/sites/default/files/2025-04/ILO_Safeday25_Report_EN_r8%20%281%29_compressed_0.pdf.

International Standard Organization (ISO). (2017). ISO 29993:2017 Learning services outside formal education — Service requirements. Retrieved (November 30, 2025) from https://www.iso.org/standard/70357.html.

International Standard Organization (ISO). (2021). ISO 29994:2021 Education and learning services — Requirements for distance learning. Retrieved (November 30, 2025) from https://www.iso.org/standard/54663.html.

Isniah, S., Purba, H. H., & Debora, F. (2020). Plan do check action (PDCA) method: Literature review and research issues. Jurnal Sistem dan Manajemen Industri, 4(1), 72–81. Retrieved (November 30, 2025).

Jin, G., Nakayama, S., & Tu, M. (2020). Game based learning for safety and security education. Journal of Education and Learning (EduLearn), 14(1), 114–122.

McKnight, P. E., & Najab, J. (2010). Mann-Whitney U test. In The Corsini Encyclopedia of Psychology (pp. 1–1). John Wiley & Sons, Ltd. https://doi.org/10.1002/9780470479216.corpsy0973.

Pietrafesa, E., Bentivenga, R., & Stabile, S. (2021). Emerging technologies for learning in occupational safety and health: The experience of the videogame “becoming safe”. In 7th International Conference on Higher Education Advances (HEAd’21) (pp. 1011–1018). Editorial Universitat Politècnica de València.

Pietrafesa, E., Bentivenga, R., Stabile, S., & Iavicoli, S. (2019). Digital transformation in organizations: The impact on working life quality and new risk factors. In Proceedings of the Multi Conference on Computer Science and Information Systems, MCCSIS (pp. 433–436).

Robasto, D. (2019). Planning, training, and skills assessment in lifelong learning for adult workers. Form@re-Open Journal per la formazione in rete, 19(2), 193–210.

Stabile, S., Bentivenga, R., & Pietrafesa, E. (2017). ICT e lavoro: nuove prospettive di analisi per la salute e la sicurezza sul lavoro. Inail Ricerca, 111. ISBN 978-88-74845262.

Stabile, S., Bentivenga, R., Pietrafesa, E., Sorrentino, E., Bernabei, M., Colabianchi, S., & Costantino, F. (2025). Assessing resilience practices in the digital transformation era: A storytelling-based cross-sectional study in Italy. Applied Sciences, 15(11), 6291. https://doi.org/10.3390/app15116291.

United Nations General Assembly. (2015). Transforming our world: The 2030 agenda for sustainable development. Retrieved (November 30, 2025).

Word economic forum (2025) Future of Jobs Report 2025 Retrieved (November 30, 2025) from https://reports.weforum.org/docs/WEF_Future_of_Jobs_Report_2025.pdf.

Downloads

Published

2026-04-01

How to Cite

Stabile, S., Bentivenga, R., Pietrafesa, E., Sorrentino, E., Bernabei, M., Colabianchi, S., & Costantino, F. (2026). Digital Transformation: Processes, Organisational Models and Osh Training. Community Notebook. People, Education and Welfare in the Society 5.0, 1(1), 203–238. https://doi.org/10.61007/QdC.2026.1.388

Issue

No. 1 (2026): Policies, Practices and Quality across Education, Training and Labour

Section

Essays

License

Copyright (c) 2026 Community Notebook. People, Education and Welfare in the Society 5.0

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.