Introduction of problem-based learning, team-based learning, role play and virtual simulation in nuclear safeguard inspectors and security officers training.

Training is a cornerstone in the development of nuclear safeguard inspectors and security officers. The classic training in the form of presentations, group discussion and case studies is not enough to equip the trainees with teamwork skills, communication skills, planning and organization skills and the skills of decision taking and negotiation. As these skills are essential core and functional skills for nuclear safeguard inspectors and security officers, the training must foster and ensures the development of these skills. The incorporation of soft skills training alongside technical knowledge is crucial for their effectiveness in real-world scenarios. Problem based learning (PBL) methodology is a type of active learning in which the learners are divided into groups (5-8 trainees) and given a complex problem which they may face in their real work (e.g. loss of fuel store integrity and improper transportation of supply chains…etc). The trainees will be instructed to define the further needed knowledge, the possible sources of the needed knowledge, search for the knowledge and solve the given problem. To do that the group must choose one of them to chair the sessions, another to be the scribe and a third one to be the spoken person. The chair person distributes the tasks among group members. They might need 2-3 sessions to finish the task, then as a group they will present their solution or their work for intergroup discussion. The trainer will comment, wrap and give feedback. So, the learning will be more real, more meaningful, more interactive and more cooperative. The group dynamics will imitate real work experience.PBL is different from case studies in promoting selflearning, team work and interpersonal soft skills in a well structured methodology.  Team based learning (TBL) is different from PBL in that the learners will come to the training sessions prepared and they will compete as teams to solve a real work problems. The number, the place and the structure of PBL and TBL sessions will depend on the learning objectives of different training modules. Both methods can be adapted to faceto-face or online training. Role play of a well written script that reflects real work experiences will foster communication, delegation and negotiation skills. The trainees will be assigned the different roles written in the script. Rotating through different roles allows trainees to gain diverse experiences. Furthermore, hands-on training is essential, but often not enough for comprehensive skill acquisition. Virtual simulations (creation of reality depicted on a computer screen) can complement hands-on training by providing a structured, realistic environment for unlimited safe practice, quizzes, and problem-solving. This can be particularly valuable for online training and can help conserve real training resources. It's evident that a well-rounded training program incorporating these various methods can better prepare nuclear safeguard inspectors and security officers for the challenges they may face in their roles.