ADVANCEMENT OF THE SCIENCE
method and proactively address the issues identified (Gümüş, 2016; Rizbudiani & Jae- dun, 2021; Subhani, 2010; Ustaoğlu, 2020; Yilmaz, 2023). In contrast, our gap analysis method and analytic approach provide both a reactive and proactive approach. The findings reported in this article should be considered with a few limitations. First, it is important to note that the analytical results of this article are specific only to the five high schools in the Merzifon District of Amasya Province and thus might not be representa- tive of the broader educational landscape in Turkey or other countries. Second, additional analyses utilizing larger datasets and a more diverse sample of educational institutions in dierent countries are required to ascertain if our gap analysis method that was tailored for the education sector can be considered a uni- versal method. This broader analysis would provide a more comprehensive understand- ing of this method and its applicability in various educational contexts. Conclusion It is the responsibility of educational institu- tions to ensure the health and well-being of their students, employees, and visitors. Con- sequently, it is incumbent on these institu-
tions to identify potential hazards and risks and take the necessary actions recommended by legal and regulatory guidance. The ISO 45001 management system provides institu- tions with the requisite guidance. It oers a complex yet integrated systematic guidance for users to enable them to identify and assess risks, conduct incident investigations, and undertake emergency preparation. The gap analysis method we propose in this article can provide any educational institution with a framework for identify- ing the gaps between the institution’s cur- rent state of OHS practices and the standard OHS practices targeted by the ISO 45001 standard. It also provides organizations with a simple, practical, independent, and reli- able self-assessment tool. In addition, the method can be integrated into internal audit or inspection programs, as it allows for a combination of proactive and reactive moni- toring methods. The findings of our gap analysis revealed notable variation in the implementation of OHS standards across dierent types of high schools in the Merzifon District and high- lighted areas of strength and weakness. The findings also demonstrate that even high- scoring schools had areas identified as need-
ing improvement, which emphasized the need for continuous monitoring and risk analysis. These results underscore the importance of regular audits, inspections, corrective actions, and continuous monitoring of the OHS pro- cess to maintain or improve current OHS practices in educational institutions. The OHS experts or educators in the schools we assessed—or anyone with an interest in the gap analysis method detailed here—can ben- efit from the findings of our analysis to iden- tify gaps in OHS practices and then improve their practices by prioritizing the regular col- lection, processing, integration, analysis, and reporting of OHS data. This process will not only ensure compliance with OHS standards but also promote a safer and healthier envi- ronment for students and sta. Acknowledgment: The authors are deeply grateful for the financial support of Mar- mara University Scientific Research Fund (BAPKO), Grant No: FDK-2022-10443. Corresponding Author: Rabia Balci, Lecturer, Department of Occupational Safety, Institute of Science, Marmara University, 05300, Mer- zifon/Amasya, Turkey. Email: balci.rabia@gmail.com
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