The British Institute of Non-Destructive Testing (BINDT) Burns Supper Seminar, held in January, provided a timely forum for industry discussion on professional development, competence assurance, and the evolving demands placed on technical training systems. The one-day event brought together experienced practitioners, employers, and training stakeholders to explore how individuals can develop and sustain capability across all stages of their careers.

A key theme was the increasing role of digital learning in supporting workforce development. In a dedicated presentation, BINDT examined how e-learning and blended learning models could potentially be introduced into NDT training, reflecting lessons learned during the Covid-19 pandemic while maintaining alignment with international standards such as ISO 17024 (Conformity assessment: General requirements for bodies operating certification of persons) and BS EN ISO 9712 (Non-destructive testing: Qualification and certification of NDT personnel) and other broader regulatory expectations.

Evolving working practices and training delivery

As we can all testify to, the Covid-19 pandemic accelerated the adoption of remote working and learning technologies across many safety-critical industries. While these measures ensured continuity, they also highlighted challenges around engagement, assessment integrity and quality oversight. As restrictions eased, the focus shifted from temporary solutions to sustainable training models that could deliver flexibility without compromising competence.

For NDT, this balance is particularly critical. Certification under ISO 9712 remains fundamentally competence-based, requiring structured training, supervised experience and controlled examinations. BINDT’s position is that digital learning should be viewed as an enabler, particularly for theoretical knowledge, rather than a substitute for practical skills development or independent assessment.

ISO 9712 and the scope for digital learning

BS EN ISO 9712 defines minimum training hours, learning outcomes and examination requirements for the qualification and certification of NDT personnel. While the standard has traditionally been associated with classroom delivery, it does not prescribe a single method of instruction. Provided that learning outcomes are achieved, training hours are verifiable and records are traceable, theoretical instruction may be delivered through classroom, e-learning or blended learning formats.

Practical training, logged experience and practical examinations, however, remain firmly rooted in face-to-face delivery at approved training centers. This distinction underpins BINDT’s consideration of blended learning models, where digital platforms are used to support theoretical learning, prerequisite knowledge and revision, while hands-on training and examinations continue to be conducted under controlled and in-person conditions.

Building foundational knowledge

The seminar also highlighted the importance of prerequisite knowledge prior to method-specific NDT training. Candidates must demonstrate an understanding of materials, manufacturing processes, product technology and relevant physical principles, together with appropriate mathematical and scientific literacy. Digitally delivered learning is particularly well suited to establishing this foundation, enabling candidates to engage with core concepts before progressing to formal ISO 9712 NDT method training programs.

Benefits and risks of e-learning in NDT

The potential benefits of e-learning for NDT are well recognized. These include improved accessibility for geographically dispersed candidates, reduced travel and accommodation costs, consistent delivery of learning content and reduced time away from productive work. Employers would also benefit from improved visibility of training progress, enhanced workforce planning and the ability to standardize learning across sites.

However, the challenges are equally clear. Remote learning demands self-motivation, reliable IT infrastructure and adequate digital literacy. Reduced face-to-face interaction can limit immediate feedback and without appropriate controls there is a risk of low-quality or non-accredited content entering the training ecosystem. These risks reinforce the need for strong governance, quality assurance and oversight.

Regulatory parallels: CAP 1933 and transferable principles

In assessing how digital learning might be introduced responsibly, BINDT is also informed by regulatory guidance from adjacent safety-critical sectors. The UK Civil Aviation Authority’s CAP 1933, for example, while aviation-specific, provides a structured framework for the approval and oversight of distance and blended learning that could offer clear parallels for structured NDT theory training.

CAP 1933 recognizes a range of learning methodologies, including synchronous instructor-led sessions, asynchronous self-study, electronic and computer-based training and blended learning models. Central to its approach is the requirement for clear definition within a Training Needs Analysis, showing how each learning outcome is delivered, assessed and quality-assured. This principle closely mirrors ISO 9712 expectations.

The guidance places strong emphasis on secure learning platforms, effective learner engagement, controlled class sizes and auditable training records supported by a central learning management system (LMS) from where information is securely delivered. Quality assurance arrangements must provide continuous oversight, including audit access, instructor observation and the management of learner feedback.

CAP 1933 also addresses the growing use of simulation and virtual reality, recognizing their value in reinforcing theoretical understanding and procedural awareness, while making clear that they cannot replace hands-on practical training. Examinations remain subject to strict controls and are not permitted to be conducted remotely, reinforcing a shared regulatory priority on assessment integrity.

Maintaining the integrity of practical training and examination

Within the blended learning models discussed at the seminar, candidates could, in theory, complete approved theoretical learning via digital platforms before attending in-person practical training at one of BINDT’s approved training organizations. Practical exercises would then be completed in person, to meet ISO 9712 and TS 25108 (Non-destructive testing: NDT personnel training organizations requirements), with documented instructor sign-off to confirm examination eligibility.

All certification examinations, general theory, specific and practical, would continue to be conducted under BINDT or authorized qualifying body (AQB) conditions. This separation between learning delivery and independent assessment remains fundamental to maintaining confidence in NDT certification via BINDT’s PCN network.

A structured path forward

The considered approach outlined at the seminar includes the development of a BINDT-approved e-learning framework aligned with ISO 9712, formal approval of learning platforms, accreditation of digital content, auditing of training organizations and defined competence requirements for e-learning tutors. Ongoing quality assurance would focus on learner outcomes, feedback from employers and candidates and demonstrable parity between classroom and digital delivery.

Conclusion

The BINDT Burns Supper Seminar highlighted that e-learning and blended learning could potentially support the future of NDT training when introduced in a controlled, standards-aligned manner. By drawing on ISO 9712, transferable regulatory principles, such as those within CAP 1933, and the practical lessons of recent years, BINDT may seek to modernize training delivery without diluting competence, confidence or rigor.

For quality and inspection professionals, the message is clear: digital learning is not an end in itself, but a tool that must be governed with the same rigor as any other element of a safety-critical system. When applied thoughtfully, it has the potential to strengthen, not weaken, the foundations of technical competence.