Nature of Accidents and Safety Practices in Secondary School Science Laboratories in Limulunga District, Zambia: AI-Enhanced Safety Monitoring, Digital Safety Education and Laboratory Management

Ngila Mufuka, Dr. Ravibaskar Ramalingam

Laboratory Accidents; Safety Practices; Limulunga District; Zambia; Science Education; AI Safety Monitoring; Digital Safety Training; Smart Laboratory.

Science laboratory practical work is a foundational component of secondary school science education, developing learners’ experimental skills, scientific reasoning, and understanding of scientific methodology. However, laboratories also present significant safety risks including chemical exposure, fire, electrical hazards, glassware accidents, and biological contamination that require systematic safety management to prevent learner and teacher harm. In Limulunga District, Western Province, Zambia, secondary school biology and science laboratories operate under conditions of severe resource constraint, with inadequate safety equipment, insufficient teacher safety training, and absence of systematic safety management protocols creating accident risks that compromise both learner safety and the educational quality of laboratory instruction. This article examines the nature of accidents and safety practices in secondary school science laboratories in Limulunga District, contextualising findings within global scholarship on laboratory safety management, AI-enhanced safety monitoring systems, digital safety education, and smart laboratory governance. Drawing on a mixed-methods survey, findings document frequent minor accidents, inadequate personal protective equipment provision, absent chemical storage protocols, and limited teacher safety training. AI-powered laboratory safety monitoring, digital safety training platforms, and smart chemical management systems are identified as evidence-based improvement pathways. Policy recommendations are presented.

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