Silke von Beesten ^* André Bresges

• University of Cologne, Cologne, Germany

This study presents a novel approach to teaching traffic physics that aims to prevent accidents through a holistic approach. Through extensive analysis, empirical surveys and the development of prototypes, students will be actively involved in identifying, analyzing and solving traffic problems. The methodology of this approach is based on the application of theoretical concepts of traffic physics in real traffic situations. Schools serve as test environments to raise awareness about road safety at an early stage. Students studying to become teachers, carry out traffic space analyses to identify potential danger spots. Traffic density, speed patterns and human behavioral deviations as well as legal compliance are examined. Qualitative research methods such as design thinking and interviews are integrated to promote empathy and gain deeper insights into the experiences of road users. design thinking encourages students to not just gather superficial information, but to understand the emotional and psychological aspects of road use. By conducting individual interviews with pedestrians, cyclists and car drivers, this approach enables a deeper examination of the perspectives, needs and concerns of road users. This improves understanding of the risks in the traffic environment and enables a more precise perception of hazards and a more accurate risk assessment. The qualitative data obtained from the interviews forms a solid basis for further analysis and designing preventive measures. Students derive strategies for improving road safety by considering all road user perspectives. This includes the development of prototypes ranging from the optimization of    traffic signs to technology-supported safety solutions. These prototypes not only act as concrete examples of innovative solutions, but also provide a tangible vision for future road safety implementations. Thus, they help to further raise awareness of road safety and emphasize the importance of preventive measures. An analysis and assessment tool for end of module assessments was developed to establish clear and objective criteria. The design of the tool was carried out through a thorough analysis of the learning objectives of the module, taking into account both relevant pedagogical principles and subject-specific requirements. Subsequently developed grading criteria ensure the objectivity, transparency and quality of the end of module assessment.