Prior SBIR E-Learning Grants – National Institute of Environmental Health Sciences (.gov)

Report on E-Learning Innovations for HAZMAT and Emergency Response: Advancing Sustainable Development Goals

Introduction

This report outlines a series of innovative e-learning projects developed to enhance the training and safety of personnel involved in Hazardous Materials (HAZMAT) and emergency response operations. These initiatives, funded under the Small Business Innovation Research (SBIR) program, leverage advanced technologies to create effective, accessible, and realistic training environments. Each project significantly contributes to the achievement of the United Nations Sustainable Development Goals (SDGs), particularly in the areas of health, education, decent work, innovation, and sustainable communities.

The core focus of these projects aligns with the following SDGs:

• SDG 3 (Good Health and Well-being): By protecting workers, first responders, and the public from hazardous exposures and improving emergency medical response.
• SDG 4 (Quality Education): By developing accessible, inclusive, and high-quality e-learning platforms for specialized vocational training.
• SDG 8 (Decent Work and Economic Growth): By promoting safe working environments, protecting labor rights, and ensuring occupational safety for all workers, especially vulnerable groups.
• SDG 9 (Industry, Innovation, and Infrastructure): By fostering innovation in training technologies and building resilient systems for emergency preparedness.
• SDG 11 (Sustainable Cities and Communities): By strengthening the capacity of communities to respond to disasters, manage hazardous materials, and ensure public safety.
• SDG 13 (Climate Action): By developing training tools to address the increasing frequency of climate-related disasters such as flooding.

Technological Innovations in HAZMAT Training and SDG Alignment

Category 1: Immersive and Virtual Reality (VR/AR) Platforms

These projects utilize Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) to create safe, controlled, and highly realistic training simulations. This approach enhances skill acquisition and decision-making capabilities, directly supporting SDG 3, SDG 4, and SDG 9.

Immersive Modular Preparedness Intelligent Tutoring (IMPRINT)

This project develops an adaptive VR training solution using the Oculus Quest headset to replace traditional paper-based tabletop simulations for HAZWOPER recertification. The system provides an intelligent tutoring system (ITS) for guided, immersive rehearsal of complex and dangerous procedures in a safe environment.

• SDG 4 (Quality Education): Delivers engaging and effective training that improves skill transfer and adherence to safety protocols.
• SDG 9 (Industry, Innovation, and Infrastructure): Represents a significant technological innovation in emergency response training, making advanced simulation more cost-effective and accessible.
• SDG 11 (Sustainable Cities and Communities): Better-equipped trainees enhance the safety and effectiveness of community-level HAZMAT incident response.

IMPRINT Confined Spaces

An extension of the IMPRINT platform, this project develops a mixed-reality (MR) training system for workers in confined spaces, addressing hazards exacerbated by extreme weather events. It uses narrative case studies and adaptive training to increase the authenticity of simulations.

• SDG 13 (Climate Action): Directly addresses the need for training on new and emerging hazards from extreme weather, a key component of climate adaptation.
• SDG 8 (Decent Work and Economic Growth): Improves the health and safety of workers in high-risk confined space environments.

JiHi, An Artificial Intelligent HAZWOPER e-Trainer

This project proposes an Artificial Intelligence (AI) powered e-trainer, “JiHi,” that uses Augmented Reality (AR) Goggles and wearable armlets to tutor and evaluate the clinical skill proficiency of emergency first responders. The system allows for hands-free practice and quantifiable evaluation of skills.

• SDG 3 (Good Health and Well-being): Aims to significantly improve the hands-on proficiency of medical first responders, leading to better outcomes for victims of HAZMAT incidents.
• SDG 9 (Industry, Innovation, and Infrastructure): Integrates cutting-edge AI, AR, and wearable sensor technology to create a next-generation training tool.

Augmented Reality Sensor Simulation System for HAZMAT Training

This initiative develops an AR training system that simulates handheld chemical and radiological hazard sensors using consumer cell phones and Bluetooth beacons. It allows trainees to practice making and interpreting sensor readings in realistic scenarios, a critical skill for HAZMAT workers.

• SDG 4 (Quality Education): Overcomes the limitations of traditional training where instructors verbally describe hazard readings, enabling more realistic, hands-on skill development.
• SDG 8 (Decent Work and Economic Growth): Enhances worker safety by improving competency in using essential hazard detection equipment.

Enabling Realistic HAZMAT Training Simulations with PerSim Augmented Reality Patient Simulator

This project enhances the PerSim AR patient simulator to support HAZMAT training scenarios. The system projects high-resolution, realistic animations of a patient onto any surface, allowing trainees to practice medical procedures for injuries related to poisonous gas, corrosive materials, and other hazardous substances.

• SDG 3 (Good Health and Well-being): Improves learning outcomes in emergency medical training by providing realistic simulations that provoke an appropriate emotional response, better preparing trainees for real-world incidents.
• SDG 9 (Industry, Innovation, and Infrastructure): Applies AR in a novel way to enhance the realism and effectiveness of medical simulation for HAZMAT response.

Realistic Adaptive Immersive Learning System (RAILS)

RAILS is an immersive videogame-based training program for HAZMAT workers involved in emergency response and remediation at contaminated sites. It provides a first-person environment for practicing tasks like site characterization, monitoring, and decontamination with accurately modeled instruments.

• SDG 4 (Quality Education): Offers a highly engaging and interactive platform for learning and practicing key operational tasks mandated by HAZWOPER standards.
• SDG 8 (Decent Work and Economic Growth): Directly supports the safety of workers at Superfund and other hazardous waste sites by improving their operational competence.

VR-Based Evaluation and Training System for Emergency Responders

This project develops a VR training platform that not only delivers realistic HAZMAT scenarios but also measures and evaluates individual and team performance using scientifically validated metrics. The system is configurable for different roles (police, firefighters, EMTs) and can be dynamically modulated to optimize performance.

• SDG 4 (Quality Education): Moves beyond simple training delivery to include robust assessment and refinement of trainee performance, ensuring a higher level of competency.
• SDG 11 (Sustainable Cities and Communities): Improves team-based coordination and performance, which is critical for effective community-level emergency response.

Category 2: Mobile and Web-Based E-Learning Platforms

These projects focus on delivering training and performance support via ubiquitous platforms like mobile devices and web browsers. This approach ensures wide accessibility, just-in-time learning, and support for diverse and low-literacy worker populations, advancing SDG 4, SDG 8, and SDG 10 (Reduced Inequalities).

Agile Development of Hazard Recognition Tools (Pocket Ark)

This initiative develops “Pocket Ark,” a comprehensive e-learning platform for workers in post-flood reconstruction, many of whom are vulnerable, non-English speaking day laborers. The platform provides safety training and tools to mitigate exploitation.

• SDG 8 (Decent Work and Economic Growth): Enhances occupational safety and includes tools to combat wage theft, promoting decent work for a marginalized workforce.
• SDG 11 & 13 (Sustainable Communities & Climate Action): Builds community resilience to climate-related disasters by equipping recovery workers with essential safety knowledge.
• SDG 10 (Reduced Inequalities): Delivers audience-appropriate training that overcomes language and access barriers for a vulnerable population.

Advanced Training Platform for Emergency Responders

This project focuses on commercializing “mTraining,” a mobile technology for delivering just-in-time training and reference materials to first responders and skilled support personnel. It features a back-end engine to automatically process and organize documents for effective delivery on mobile platforms.

• SDG 9 (Industry, Innovation, and Infrastructure): Develops robust and scalable tools for processing and linking information, advancing mobile information technology.
• SDG 11 (Sustainable Cities and Communities): Provides workers with easy access to critical information on-site, improving the efficiency and safety of emergency response.

Electronic Platform for Delivery of Site-Specific Health and Safety Training

This project develops a software platform for efficiently delivering pre-deployment and site-specific training (SST) to emergency responders via smartphone and web applications. It also includes functionality for collecting data to assess the impact of training on responder health.

• SDG 3 (Good Health and Well-being): Supports environmental health research by enabling data collection on responders’ exposure to harmful contaminants.
• SDG 8 (Decent Work and Economic Growth): Ensures responders receive timely and relevant safety training before entering a hazardous site, enhancing their protection.

Gesture-based Mobile HAZMAT E-learning for First Responders

This initiative creates HAZMAT training apps for mobile devices that use novel tactile learning techniques and interactive exercises to teach skills and procedures. The apps are designed for easy access and repetitive training to improve skill retention, particularly for rural or under-resourced responders.

• SDG 4 (Quality Education): Leverages engaging, game-like exercises on mobile devices to enhance learning and retention of critical HAZMAT skills.
• SDG 10 (Reduced Inequalities): Provides an accessible training solution for responders in rural areas who may have limited access to traditional training facilities.

HazPrep Worker Training – Community Risk Profile

HazPrep is a cloud-based platform that uses big data algorithms to create a personalized hazard profile (PHP) for workers based on their location and role. It then delivers targeted, localized risk awareness and mitigation training activities.

• SDG 11 (Sustainable Cities and Communities): Improves community resilience by providing localized knowledge about risks and preparing workers and responders accordingly.
• SDG 8 (Decent Work and Economic Growth): Enhances worker health and safety by delivering personalized and highly relevant training content.

Category 3: Simulation and Scenario-Based Training Tools

These projects develop sophisticated software and platforms that allow instructors and trainees to engage with dynamic, interactive scenarios. This fosters critical thinking, decision-making, and collaborative skills, contributing to SDG 4 and SDG 11.

An Application for Trainers to Rapidly Create and Control HAZMAT Scenarios

This project provides trainers with an application to rapidly create, customize, and manage online multiuser virtual learning environments (MUVLEs) for HAZMAT training. It empowers instructors to adapt scenarios in real-time without needing programming skills.

• SDG 4 (Quality Education): Enhances the quality and relevance of training by allowing subject matter experts to create dynamic and responsive learning scenarios tailored to student needs.
• SDG 9 (Industry, Innovation, and Infrastructure): Lowers the barrier to entry for creating custom virtual training, making this advanced technology more widely available.

Realistic Accurate Dosimulation (RAD)

The RAD project develops “Dosimulation” tools that merge a Real-Time Location System (RTLS) with a Virtual Radiation Environment (VRE) to provide highly realistic radiation safety training. It simulates the dynamic evolution of radiological plumes and spills.

• SDG 3 (Good Health and Well-being): Aims to reduce radiation exposure for emergency responders by providing realistic, hands-on training that is otherwise too dangerous to conduct.
• SDG 8 (Decent Work and Economic Growth): Transforms radiation safety training, enabling responders to “practice like they play” and thereby enhancing their occupational safety.

Smartphone Simulator for Realistic Radiation HAZMAT Training

This project develops a smartphone application that simulates a wide range of commercial handheld radiation detectors. It creates a virtual environment where trainees can practice operating different instruments in realistic scenarios involving radioactive sources, shielding, and varied landscapes.

• SDG 4 (Quality Education): Provides widespread, low-cost access to hands-on training with expensive instruments, democratizing access to high-quality simulation.
• SDG 11 (Sustainable Cities and Communities): Enhances the capacity of a large number of HAZMAT and emergency responders across the country to deal with radiological threats.

Team-Based Virtual Field Exercises for HAZMAT Training

This initiative develops a web-based teaching tool that brings team-based, in-person field exercises to virtual 8-hour HAZMAT refresher courses. The browser-based tool allows for collaborative, experiential learning without requiring special software or hardware.

• SDG 4 (Quality Education): Fills a critical gap in virtual training by enabling team-based exercises that improve preparedness more effectively than individual training.
• SDG 11 (Sustainable Cities and Communities): Strengthens collaborative response skills, which are essential for effective management of real-world HAZMAT incidents.

Analysis of Sustainable Development Goals in the Article

SDG 3: Good Health and Well-being

1. Target 3.9: By 2030, substantially reduce the number of deaths and illnesses from hazardous chemicals and air, water and soil pollution and contamination.
   • The entire article focuses on developing training tools to protect workers from hazardous materials (HAZMAT), including chemical, biological, and radiological substances. The stated goal of these programs is to prevent “work related harm from exposure to hazardous materials,” directly contributing to reducing illnesses and deaths. Projects like “Preventing Opioid Exposure Training (POET)” for first responders and training on silica exposure in construction are specific examples.
2. Target 3.d: Strengthen the capacity of all countries, in particular developing countries, for early warning, risk reduction and management of national and global health risks.
   • The projects aim to enhance the skills of emergency responders (firefighters, EMTs, paramedics) who are the first line of defense in managing health risks during disasters like chemical spills, nuclear events, or bio-disasters. The development of “just-in-time training” and tools for “real-time health monitoring” strengthens risk management capacity.

SDG 4: Quality Education

1. Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.
   • The article describes numerous Small Business Innovation Research (SBIR) projects creating e-learning platforms (e.g., VR, AR, mobile apps) to provide specialized, vocational training for HAZMAT workers, emergency responders, and skilled support personnel. This training directly provides the “knowledge to view accident scenes from multiple perspectives, understand best practices,” and improve “hands-on skill proficiency,” which are critical vocational skills for these jobs.

SDG 8: Decent Work and Economic Growth

1. Target 8.8: Protect labour rights and promote safe and secure working environments for all workers, including migrant workers, and in particular women migrants, and those in precarious employment.
   • The “Pocket Ark” project specifically addresses the needs of vulnerable workers in post-flood reconstruction, who are described as “day laborers who are predominantly non-English speaking and who have limited access to safety training.” The platform explicitly aims to provide “tools to reduce wage theft and other security risks” like exploitation and wage discrimination, directly aligning with the protection of labor rights and creating a safer working environment for those in precarious employment.

SDG 9: Industry, Innovation, and Infrastructure

1. Target 9.5: Enhance scientific research, upgrade the technological capabilities of industrial sectors in all countries, in particular developing countries, by 2030, encouraging innovation and substantially increasing the number of research and development workers and public and private research and development spending.
   • The article is a compilation of projects funded under the “SBIR E-Learning for HAZMAT” program, which is inherently focused on fostering innovation. It details the development of “advanced training technologies (ATT)” such as virtual reality (VR), augmented reality (AR), artificial intelligence (AI) tutors, and mobile e-learning platforms to solve challenges in worker safety training. This represents a direct investment in research and development to upgrade technological capabilities in the safety and emergency response sectors.

SDG 10: Reduced Inequalities

1. Target 10.3: Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies and practices and promoting appropriate legislation, policies and action in this regard.
   • Several projects focus on making training accessible to underserved and vulnerable populations. The “Pocket Ark” platform is designed for “predominantly non-English speaking” day laborers. Another project develops content in both English and Spanish and explores delivery via an Interactive Voice Response (IVR) system to “benefit populations with low rates of literacy and individuals where English is not their primary language,” thereby ensuring more equal access to critical safety training.

SDG 11: Sustainable Cities and Communities

1. Target 11.5: By 2030, significantly reduce the number of deaths and the number of people affected and substantially decrease the direct economic losses relative to global gross domestic product caused by disasters, including water-related disasters, with a focus on protecting the poor and people in vulnerable situations.
   • Multiple projects focus on training for disaster response, particularly in the context of flooding and chemical incidents. The “Pocket Ark” project is designed for workers in “post-flood reconstruction,” and others prepare responders for “catastrophic nuclear event[s]” and “oil spill response.” By better preparing workers and responders, these tools aim to mitigate the health impacts and improve the effectiveness of response efforts, thereby reducing the overall human and economic toll of disasters.

SDG 13: Climate Action

1. Target 13.1: Strengthen resilience and adaptive capacity to climate-related hazards and natural disasters in all countries.
   • The article explicitly links the need for better training to climate change, stating, “Flooding events continue to increase in both frequency and intensity.” By developing e-learning platforms for workers involved in post-flood reconstruction, the projects are directly building adaptive capacity to deal with the consequences of climate-related natural disasters.

Specific Targets Identified in the Article

Targets Under SDG 3 (Good Health and Well-being)

• Target 3.9: The core purpose of all the described training programs is to equip workers with the knowledge to handle hazardous materials safely, thereby reducing their risk of exposure, illness, and death.

Targets Under SDG 4 (Quality Education)

• Target 4.4: The e-learning platforms are designed to deliver technical and vocational skills for specialized jobs in emergency response and hazardous waste management, aiming to “measurably develops hands-on skill proficiency.”

Targets Under SDG 8 (Decent Work and Economic Growth)

• Target 8.8: The “Pocket Ark” platform is a clear example, aiming to create a safe working environment for vulnerable day laborers and protect them from “exploitation, wage theft, and wage discrimination.”

Targets Under SDG 9 (Industry, Innovation, and Infrastructure)

• Target 9.5: The article showcases numerous SBIR-funded projects that are developing and commercializing innovative technologies like AI, VR, and AR for training purposes.

Targets Under SDG 10 (Reduced Inequalities)

• Target 10.3: Projects are specifically designed to be accessible to non-English speakers, those with low literacy, and workers in rural areas who have limited access to traditional training.

Targets Under SDG 11 (Sustainable Cities and Communities)

• Target 11.5: Training programs for response to floods, radiological events, chemical spills, and other disasters are intended to make communities more resilient and reduce the impact of such events.

Targets Under SDG 13 (Climate Action)

• Target 13.1: The article directly connects the need for post-flood reconstruction training to the increasing frequency and intensity of flooding events, a known climate-related hazard.

Indicators for Measuring Progress

Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article mentions and implies several indicators that can be used to measure progress:

1. Quantitative Evaluation of Training Efficacy:
   • Many projects explicitly state their intent to evaluate their effectiveness. For example, one project aims to “train 64 workers and evaluate the program’s efficacy.” Another mentions conducting a “quasi – experimental outcome evaluation study” and using “pre- and post-assessment of… knowledge gains.” This directly measures the impact of the educational tools.
2. Measurement of Skill Proficiency:
   • Projects aim to go beyond knowledge to measure practical skills. The “JiHi” project proposes to “quantifiably evaluating hands-on skill proficiency” and improve “psychomotor skill proficiency.” This serves as an indicator of whether workers are truly prepared for their tasks.
3. Development and Deployment of Technology:
   • A key outcome mentioned is the creation of a “production-ready e-learning platform” or a “commercially viable software product.” The number of such tools developed, deployed, and adopted by training organizations serves as an indicator of innovation and capacity building.
4. User Engagement and Accessibility:
   • The projects imply success through user adoption and accessibility. Indicators include the number of workers trained, the development of multilingual content (English and Spanish), and creating platforms for various devices (smartphones, tablets, VR headsets) to reach a wider audience, including those in rural or underserved areas.
5. Reduction in Negative Outcomes (Implied):
   • While not directly measured within the scope of these projects, the ultimate implied indicator is a reduction in the negative outcomes the training is designed to prevent. This includes a decrease in “occupational exposure to respiratory and other safety hazards,” a reduction in “wage theft,” and ultimately, fewer worker injuries and deaths during disaster response and HAZMAT operations.

Summary Table of SDGs, Targets, and Indicators

Source: niehs.nih.gov