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Truck Driver

Truck drivers transport goods locally, nationally or internationally. The work involves planning assignments, communicating with customers and transport management, checking documentation and using digital transport solutions.

Transport and logisticsDraft – pending professional validationVersion 0.1 · last reviewed 2026-10-09
ReadingWritingNumeracyOral communicationDigital skillsCritical thinking

The occupation and work tasks

Basic skills are particularly important for understanding transport information, completing documents, calculating time, communicating and handling unexpected situations. Digitalisation has made electronic consignment notes, tracking systems, digital driving orders and transport administration important in many companies. Tasks vary between types of transport. The profile is not driver training, load-securing instruction or certification training.

Typical work tasks

  • Read transport assignments and delivery information.
  • Understand routes, times and transport documentation.
  • Communicate with customers and transport management.
  • Record deliveries and deviations.
  • Use digital traffic and transport information.
  • Understand relevant information about working hours and driving and rest times.
  • Use numbers, measurements and simple calculations.
  • Assess information and ask for clarification when uncertain.

Developments affecting the occupation

  • Electronic consignment notes and tracking systems
  • Digital driving orders and transport administration
  • Automated route planning and forecasting

Basic skills in the workplace

Norway officially defines five basic skills. Critical thinking is an additional competence area adopted by Prios. Tasks are typical examples, not mandatory requirements or fixed frequencies.

Understand and use information in transport assignments, documents and digital messages.

About the skill

Daily tasks

  • Read driving orders, delivery addresses and times.
  • Understand consignment notes and delivery information.
  • Read digital traffic messages and instructions.

Regular tasks

  • Read updated transport plans.
  • Understand relevant vehicle and transport documentation.
  • Interpret messages about changed delivery conditions.

Occasional tasks

  • Read information about special transport assignments.
  • Familiarise yourself with new digital transport solutions.
  • Find relevant information in regulations and guidance.

AI and new technology

Not training in vehicle operation or detailed driving regulations. Supplementary topic linked to digital skills and critical thinking – not an official basic skill.

Digital solutions and automated analysis are becoming increasingly important in transport and logistics. AI can support route planning, forecasting and handling transport information. For truck drivers it is important to understand the information, know the systems’ limitations and check details when necessary.

Understanding the information

Digital assignments contain a lot of information that must be read correctly.

Knowing the limits

Automated recommendations can be wrong or incomplete.

Sharing data safely

Customer and transport information must be shared responsibly.

1. Digital consignment notes and transport information

Which details in a digital assignment matter most?

2. Automated route planning

When should a route recommendation be checked?

3. Digital forecasting and decision support

What can a forecast tell us – and what can it not?

4. Critically assessing AI-generated information

Check automated information against approved sources.

Suggested learning outcomes

  • Understand key information in digital transport assignments.
  • Identify incomplete or conflicting information.
  • Check automated recommendations against approved sources.
  • Understand basic principles of safe data sharing.

Teaching cases

Practical teaching resources for this profile will be added later.

Related resources

External link

External resources

Utdanning.no – Truck driver

Occupational description from utdanning.no. Provides occupational context for teaching.

Reading
Utdanning.noNO
Open resource
External link

External resources

Occupational basic skills profiles

Explore how basic skills are used in different occupations.

HK-dirNO
Open resource
Exercise

Teaching activities

Check the source before sharing

Source criticism online: check sender, date and purpose before using or sharing information.

Digital skillsCritical thinkingReading
#Source criticism and information evaluation#Media literacy
Teaching example from PriosNO / EN
Open resource
Exercise

Digital learning resources

Check the AI answer

Evaluate whether AI-generated information is correct and relevant before using it at work.

Critical thinkingDigital skillsReading
#Digital judgement#Source criticism and information evaluation
Teaching example from PriosNO / EN
Open resource

How to use this profile when planning teaching

The occupational profile supports the planning of basic skills training. It is not a vocational training course.

  1. 1

    Identify relevant workplace tasks

    Choose tasks from the profile that participants recognise from their own working day.

  2. 2

    Discuss participants' previous experience

    What do participants already know and do? Many are experienced in their occupation.

  3. 3

    Identify basic skill needs

    Clarify where participants find reading, writing, numeracy, oral, digital or critical thinking challenging.

  4. 4

    Select relevant learning objectives

    Describe what the participant should be able to do better – in basic skills, not in the occupation itself.

  5. 5

    Choose practical teaching cases and resources

    Use the cases and resources in the profile as a starting point for practical exercises.

  6. 6

    Adapt activities to participants' levels

    Make tasks simpler or more demanding depending on participants’ skills.

  7. 7

    Reflect on learning outcomes

    Talk with participants about what they now handle better at work.

Questions for planning

  • Which tasks in the profile do participants recognise?
  • Which skill would be most useful in their working day?
  • How can the cases be adapted to participants’ levels?
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