Architectural Storytelling and Disaster Awareness: Interpreting the Narrative of the Aceh Tsunami Museum Disaster Mitigation

Students have long been among those most emotionally and physically affected by natural or manmade disasters, yet universities and colleges continue to lack effective disaster response and mitigation practices. This research identifies how students' socio-demographics and disaster preparedness indicators (DPIs) impact their awareness of the dangers of disasters and their ability to survive and cope with the changes that disasters bring. A comprehensive survey was designed and distributed to university students to gain an in-depth understanding of their perceptions of disaster risk reduction factors. A total of 111 responses were received, and the impact of the socio-demographics and DPIs on the students' disaster awareness and preparedness were evaluated by employing structural equation modeling. The results indicate that the university curriculum impacts the disaster awareness of students while the establishment of university emergency procedures impacts the disaster preparedness of students. The purpose of this research is to enable university stakeholders to identify the DPIs that are important to the students so that they can upgrade their programs and design effective DRR courses. It will also aid policymakers in redesigning effective emergency preparedness policies and procedures.

Awareness and preparedness of residents living in accident-prone areas is imperative to avoid losing lives and properties. This is the case for the people living in riverines frequented by flood; they must be well-informed, prepared, and quick to repair the damages after the incident. It is the main reason the study was conducted, particularly about the levels of disaster preparedness, awareness adaptation, and mitigation practices of residents within riverine flooding-affected areas in Davao City. Four hundred residents along the riverine in Davao City were surveyed, and the data gathered were treated using statistical tools such as Mean, Pearson r, and Multiple Regressions. The result of the study disclosed that the residents of riverine flood-affected areas in Davao City rated their disaster preparedness as very high, as well as their disaster awareness, indicating that they are prepared and well-informed about the effects of floods. They also rated their adapting behavior and mitigation high, showing they knew how to adjust to their situation. Disaster preparedness is correlated to adaptation and mitigation; also, disaster awareness is correlated with adaptation and mitigation. The indicator of disaster awareness, namely flooding risk, strongly influences adaptation and mitigation. The implication of the study concerns the city government's action of relocating the people living in the area to avoid disastrous events.

Exploring deaf students’ disaster awareness and preparedness in U.S. higher education settings: Implications for university-level DRR policy and programming

Disaster awareness and preparedness play an important role in making people less affected by disasters. This study aimed to measure the levels of disaster awareness and preparedness on university students and to determine the effect of disaster awareness on preparedness and the overall relationship between them. The study sample consists of 418 students studying in different programs at Artvin Vocational School of Artvin Coruh University. In the study, the survey was form prepared by utilizing disaster preparedness and disaster awareness scales were applied via face-to-face interaction to the students by simple random sampling method. As a result, it was found that the variables of gender and disaster experience didn’t on affect disaster awareness and preparedness. Variables such as disaster education, the program (Disaster-related; Others), and individuals who have experienced a disaster in their immediate environment (such as family, relatives, and friends) significantly affect disaster awareness and preparedness. It was also found that there is a positive relationship between disaster awareness and disaster preparedness and disaster awareness has a low-level significant effect on disaster preparedness.

Schools in tsunami-prone areas have a very high-level disaster vulnerability. Disaster mitigation must be given adequately by the school to students in improving their preparedness, for instance in the infrastructure aspect, such as building disaster friendly schools which are completed by provision signs for disaster evacuation routes, as well as providing early warning system. Furthermore, the skill of human resources in facing disaster situation needs to be involved. In the school environment, the majority of the population was dominated by the students. It will be at high risk if the students are not aware of the tsunami disaster. Teacher factors significantly influence the increase in tsunami preparedness of students. This study explored the role of the teacher in the students' preparedness in dealing with the tsunami disaster. The research used the quantitative descriptive method. Primary and secondary data were collected using a survey. The population of the study was the teachers and the elementary, secondary, upper secondary school students in the Pangandaran District. Students' preparedness were examined by Carter, LIPI, and UNESCO parameter. Results of the research showed that the students' preparedness score is 8,16 (highly significant) for elementary school, 5,86 (less significant) and 5,52 (less significant) consecutively for secondary and upper secondary school. The high score role of an elementary school teacher of the preparedness of the students caused by the personal closeness between teachers and students so that the student comprehend the learning materials effectively. Nevertheless, the lack of teacher attention personally to students and the lack of teacher understanding about disaster awareness, especially tsunami, were considered as the main factors that cause low students' scores. Providing the training to the teacher about disaster preparedness, which held by the local government (Education Department), is one of the alternatives that we can do to equip the students in improving their preparedness to the tsunami.

Purpose: The study aimed to evaluate the level of disaster awareness and preparedness of the employees in a Higher Education Institution. It also determined the relationship between variables and the factors that influence disaster awareness and preparedness. Method: The study used a descriptive-correlational design utilizing both quantitative and qualitative approaches in determining the level of disaster awareness and preparedness of the 212 employees in a higher education institution which utilized a complete enumeration. There were 30 randomly selected participants involved in the interview. The study utilized a researcher-made questionnaire and a validated tool to evaluate the level of disaster awareness and awareness. Both questionnaires were pre-tested using Cronbach’s reliability testing. The study also utilized an interview guide question on factors that influence disaster awareness and preparedness. The study was analyzed using simple percentage, weighted mean, chi- square and spearman rant test. Thematic content analysis was used to interpret and analyze qualitative data. Results: The employees are partially aware and partially prepared on disaster. Age, length of service and number of related trainings and seminars attended were found to have a significant relationship with the level of disaster awareness. The level of disaster preparedness was found no significant relationship to the profile. The factors that facilitate disaster awareness are trainings and seminars, disaster manual, information campaign, and warning signs. The facilitating factors for disaster preparedness are disaster drills, emergency equipment, evacuation plan, and trainings and seminars. The hindering factors for disaster awareness are passive attitude, inadequate information, limited resources, and insufficient warning signs. The factors that hinder disaster preparedness are equipment and facility uncertainty, passive attitude, and dormant disaster risk reduction team.

This study investigated the relationship between disaster awareness, disaster preparedness, and students’ resilience in disaster management at Lorenzo S. Sarmiento Sr. National High School. Using a quantitative, non-experimental, descriptive correlational research design, data were collected from 270 senior high school students through a standardized survey instrument. Various statistical approaches were used, including average weighted mean, Spearman rho, and multiple regression analysis. Important factors affecting the dependent variable were also identified through multiple regression analysis. The study assessed disaster awareness in terms of disaster-related knowledge, preparedness, and adaptation, while disaster preparedness was examined through disaster characteristics, early warning systems, and evacuation facilities. Resilience was evaluated based on disaster preparedness, awareness, and community readiness. The results underscored the importance of integrating disaster risk education into the school curriculum to enhance students’ ability to cope with disasters effectively. This research contributed valuable insights to educators, policymakers, and community leaders and emphasized the need for targeted disaster education programs to strengthen student resilience. By fostering awareness and preparedness, schools played a pivotal role in reducing vulnerabilities and enhancing disaster response capacities among students.

Awareness and preparedness are good preventive practices that can lessen the impacts of natural and man-made hazards. This descriptive cross-sectional study ascertained the extent of awareness and preparedness of ninth-grade students in terms of natural hazards and man-made disasters. The study involved 103 respondents in two public secondary schools in Zambales, Philippines. The study found out that the students have a high self-reported awareness of the different disasters, and they assessed themselves to be often prepared for the occurrences of the different disasters. The students’ disaster awareness had a significant moderate correlation with disaster preparedness. The study recommends that the students be exposed to several disaster awareness and preparedness programs to develop their understanding and preventive practices. The students' awareness of several disasters may be sustained and enhanced through various media like audio-visual presentations, posters, and IEC (information, education, and communication) materials. As students become more aware of disasters, they become more prepared for disasters. Hence, the environmental education curriculum can accentuate disaster science and management teaching to young learners as they are crucial actors in disaster preparedness, response, and mitigation

Serang City, as an area prone to geological disasters such as landslides and tsunamis, places the Regional Disaster Management Agency (BPBD Serang) as the front guard in disaster mitigation efforts. However, a challenge is the need for a disaster curriculum for schools at any level, especially regarding tsunami disasters. On the other hand, the Geology Study Program at the Universitas Indonesia has responded to this need by developing an innovative tsunami disaster mitigation curriculum, i.e. Innovative Tsunami Hazard Education (i-Share). Therefore, this study aims to assess the effectiveness of i-Share in enhancing participants’ awareness and knowledge of tsunami disasters. Action research approach, as a qualitative method, was employed, with a curriculum tested on 25 teachers and 25 students from various senior high schools in Serang. Each session evaluated participants’ tsunami awareness, with pre- and post-tests measuring curriculum effectiveness. Results show significant enhancement in understanding tsunami disasters. The i-Share curriculum also facilitated the sharing of tsunami-topic learning experiences among peers and family members, fostering a culture of knowledge exchange. In conclusion, while promoting knowledge sharing, the i-Share curriculum successfully improved understanding and awareness of landslide disasters among senior high school educators and students in Serang Regency, Indonesia.

This study investigated the effect of awareness-based disaster education on women's disaster awareness and preparedness. In a randomized controlled trial, 120 women who participated in public education center courses were randomly assigned to a control group and an experimental group (n = 60 each). Participants were women aged 18-65 in western Turkey. The participants in the experimental group received disaster education based on a structured awareness programme, while the control group received nutrition education. The validated instruments were used to assess disaster awareness and disaster preparedness. The intervention covered disaster types, preparedness strategies, emergency kits, evacuation plans, and basic first aid. Data were collected through face-to-face interviews using a form for sociodemographic characteristics, a form for disaster awareness assessment, and the Disaster Preparedness Scale. Pre-tests were administered to both groups, and post-tests were conducted four weeks after the intervention. After controlling for confounders and pre-test scores using ANCOVA, education was found to have a significant and large effect on the Disaster Preparedness Scale total score (p < 0.001; partial η2 = 0.70). The post-test scores of the experimental group were significantly higher than those of the control group. Women who received awareness-based disaster education improved disaster awareness and preparedness. It is recommended that this education be incorporated into disaster training programs. The community is more aware and prepared for natural disasters due to the measures that have been taken. Iran Randomized Clinical Trial Center IRCT20240613062113N1 Registered on July 20, 2024.

The Philippines is very vulnerable to natural disasters because of its natural setting, as well as its socio-economic, political and environmental context--especially its widespread poverty. The Philippines has a well-established institutional and legal framework for disaster management, including built-in mechanisms for participation of the people and NGOs in decision-making and programme implementation. The nature and extent of collaboration with government in disaster preparedness and mitigation issues varies greatly according to their roots, either in past confrontation and political struggles or traditional charity activities. The growing NGO involvement in disaster management has been influenced by this history. Some agencies work well with local government and there is an increasing trend for collaborative work in disaster mitigation and preparedness. Some NGOs, however, retain critical positions. These organisations tend to engage more in advocacy and legal support for communities facing increased risk because of development projects and environmental destruction. Entry points into disaster mitigation and preparedness vary as well. Development-oriented agencies are drawn into these issues when the community members with whom they work face disaster. Relief organisations, too, realise the need for community mobilisation, and are thus drawn towards development roles.

The number of casualties in the series of earthquakes so far shows that disaster mitigation is still in the weak category. Earthquake and tsunami experts from a number of countries appealed to Indonesia to learn from the recurring disasters that claimed thousands of lives. Given that Indonesia is prone to disasters, early disaster awareness education is needed to minimize the impact of disasters. Disaster management through disaster education and mitigation aimed at reducing disaster risk must become the main stream of development. The formal education sector is considered to be the most effective in dealing with the impact of disasters. One alternative to disaster awareness early education is to disseminate disaster mitigation. Overall, this research was conducted through a research and development method which was carried out in several stages, namely the exploration, formulation and examination stages and involved five elementary schools in West Java. The results showed that understanding of disaster mitigation through comics in elementary education students is one of the solutions that need to be done in Indonesia to create a disaster-resilient generation and with comics the students’ understanding of disaster preparedness is getting better. Awareness of disaster mitigation education from an early age is a very positive effort to instill a spirit of preparedness and concern for potential disasters and efforts to overcome them for the younger generation of a nation to sustain a better future.

Indonesia has a high potential for disasters, especially in coastal areas, so disaster awareness and preparedness need to be instilled early on. One effective way is through Augmented Reality (AR)-based education. This study analyzes the use of AR media as a source of science learning integrated with natural disaster mitigation. The method used is descriptive with qualitative and quantitative approaches. Participants consisted of 58 fifth grade students in South Sumatra. Data were collected through observation, questionnaires, teacher interviews, and analysis of teaching materials. The results of the study indicate that the topics of earth relief, plate movement, and environmental factors can be integrated into disaster mitigation. Students showed interest in AR, teachers supported the use of AR in learning. In conclusion, AR has a positive impact on student understanding, engagement, and disaster preparedness, and has the potential to be an interactive learning medium. Theoretically, this study contributes to science learning by integrating natural disaster mitigation using AR, especially for abstract concepts. Practically, these findings support the development of AR-based learning media to improve natural disaster preparedness. The application of AR integrated with natural disaster mitigation is still rarely explored in previous studies, especially in science learning

Tanjung Anom District of Mauk is a coastal area in the south of Banten whose location is classified as vulnerable to natural disasters requiring tsunami disaster mitigation efforts from the local community. This does not conform with the reality on the ground. The public has not been aware of the importance of disaster mitigation in the area. Based on data from the local region, the majority of the population is children attending school, but the school in the village of Tanjung Anom, District of Mauk has not received any disaster education program. The majority of young children do not understand what to perform in case of disaster due to the lack of education on disaster mitigation in which it should be a particular concern both for the agency and the government. Based on the importance of improving understanding of the disaster and Disaster Mitigation Education, it is implied that those should be taught to children from an early age. Community service through the action of “Disaster Preparedness Education” was done to the students at SDN Tanjung Anom, amounting to 180 students. The program provided to include the provision of materials relating to the disaster, disaster mitigation, field or simulations as well as to facilitate collaboration among stakeholders to introduce the students in order to be aware and understand about the potential of natural disasters that may occur and the occurrence of natural disasters and obtain the knowledge in relation to the action during Pre-disaster, emergency responses and post-disaster. Disaster preparedness educational materials and a small simulation have been completed so as to improve student preparedness in the event of the disaster from the practice to overcome disasters.

Nusa Tourism Village is a unique tourist village because this tourist village originates from the experience of the tsunami natural disaster. So that tourism practice is not only based on attractions and consumption but also contains tsunami disaster mitigation values. This research aims to analyze the integration of tourism and tsunami disaster mitigation in Gampong Nusa, Aceh Besar. The research location was carried out in the Nusa Tourism Village, Lhoknga District, Aceh Besar Regency. The research method used is qualitative with a case study approach. The research results show that there are three tourism programs that contain tsunami disaster mitigation values, namely homestays, handicrafts, and hiking, which not only provide tourism experiences but also provide education about disaster preparation and mitigation. Through folklore, personal experiences, and evacuation locations, this program combines cultural aspects, practical experiences, and learning in disaster mitigation. The concept of Community-Based Tourism (CBT) in Gampong Nusa not only emerged as a tourism strategy but also as a form of community solidarity in rebuilding villages after the tsunami disaster. The proposed new theory, namely the "integration model," highlights the active involvement of the community in supporting tourism and disaster mitigation programs, even without being directly involved in the formal tourism system.