This work investigates students' familiarity and understanding of laboratory safety knowledge among students in the College of Environmental Science and Safety Engineering at Tianjin University of Technology. A total of 1301 undergraduates and graduates participated in a survey of students' safety knowledge. The questionnaire covered the GHS pictograms, common hazardous chemicals, and basic laboratory safety practices and emergency responses. The results showed that students confused the oxidizer pictogram with the flammable pictogram and that they had lower correct response rates for the typical properties of chemicals as well as deficiencies in emergency response knowledge. In addition, postgraduates and students with higher expected safety knowledge also demonstrated deficiencies in laboratory safety knowledge. Strategies for improving students' laboratory safety learning outcomes include testing of safety knowledge and popularization of GHS classification and pictograms at all levels of safety education. Furthermore, safety education should be integrated into university courses to make safety a priority.

This essay assessed the chemical safety knowledge of students in the School of Chemistry and Chemical Engineering, Tianjin University of Technology, concerning chemical storage, heat operation, waste disposal, and emergency response. The results show that students' familiarity and understanding of safety knowledge is not satisfactory, especially in the waste disposal and emergency response. In addition, the significant difference is also found among different subgroups (gender, major, and academic year). Therefore, in the following work, the analytical experimental courses incorporate online and offline safety education into the teaching design for first-year undergraduates. Prudent and continuous safety training is expected to be routinely provided for all undergraduates and postgraduates in the future.

Laboratory safety education is an important part of basic chemistry laboratory teaching. The lack of chemistry learning motivation among freshmen affects the implementation of laboratory safety literacy. This work investigates the influence of chemistry learning motivation on the safety perception as reflected in the safety motivation, safety participation, and safety awareness and attitude among the freshmen at Tianjin University of Technology. The results show that there are significant differences among freshmen in gender, major, and area of origin. The results indicate the existence of a positive correlation between internal motivation and other factors of safety motivation, safety participation, and safety awareness and attitude. Finally, we concluded that the improvement of chemistry learning motivation contributes to the increase in safety perception in laboratories. Based on the data mentioned above, some improvement strategies are recommended for the subsequent safety education and management.

This study aims to evaluate the laboratory safety perception, awareness and attitude of undergraduates toward the chemistry teaching laboratory by means of a self-administered questionnaire. The survey contains a sample size of 959 undergraduates in Tianjin University of Technology involving four schools. Instrument reliability and validity are also tested. The results show that most of the students have a more positive laboratory environmental perception and safety awareness. However, the laboratory safety attitude needs improvement. In addition, there is a significant difference for both gender and school. This result could lead to the improvement of the subsequent safety education.

The survey includes a sample size of 360 undergraduates covering four chemistry-related majors. The instrument reliability and validity are also tested. The results show that most of the students have a more positive laboratory safety perception and efforts. However, the laboratory safety willingness is relatively weak. In addition, there is a significant difference in gender, majors, and source regions. And laboratory safety efforts have significant correlation with safety perceptions and safety willingness. These results provide data for the improvement of laboratory safety education and management.