Assessing Hazard Literacy in Adults: Science Education for Disaster Risk Reduction and Preparedness

Overview of Concepts: Education for Sustainable Development and Disaster Risk Reduction.- Education for Sustainable Development: Trends and Practices.- Disaster Risk Reduction Education: Issues and Challenges.- Climate Change Education: Recent Trends and Future Prospects.- Disaster-affected schools and school districts after the East Japan Earthquake and Tsunami: Issues for recovery education.- Governance and Policy on ESD.- View on Education for Disaster and Recovery: Example of R.C.E. Greater Sendai.- Exchange and Sharing of Experiences of ESD-DRR: An International Workshop For Asian Youth.- ESD and Education for Disaster Risk Reduction (DRR) at Schools: Changes in DRR Education after Great East Japan Earthquake.- City Level Response: Linking ESD and DRR in Kesennuma.- Towards the Establishment of Sustainable Campus.

Purpose: Considering that the pedagogic space for disaster risk reduction (DRR) education is critical for enhanced resilience to disaster risks, this paper interrogates regional DRR education discourse in Africa. The focus is on the scope and depth to which DRR education has been mainstreamed into high-level regional meetings/platforms in the African continent. For this to be realised, first, the paper assesses whether the Africa Regional Platforms (ARPs) and high-level Ministerial Meetings for DRR perceive DRR education as a critical tool for mitigating disaster risks. Secondly, the paper gauges the depth to which identified determinants of DRR education have been integrated into the ARPs and High-Level Ministerial Meetings for DRR.
 Methodology: By utilising a post-positivist qualitative research approach, the paper has scrutinised primary data from all the ARPs and High-Level Ministerial Meetings for DRR spanning close to twenty-five years. All sourced documents were sorted, coded and thematically analysed. The coded categories captured the extent of DRR education discussed in the regional platforms/meetings, the number of determinants of DRR education discussed in the various platforms and the depth with which the determinants of DRR education were discussed. A Likert scale grading ranging from “Poor” as the lowest and “Excellent” as the highest was used to assess the enquiries and inform the findings.
 Findings: Through critical analysis and assessment, the findings have revealed the limited integration of DRR education during high-level DRR meetings in Africa. The analysis reveals an inconsistent and unsystematic DRR discourse during the Platforms/Meetings. Based on the Likert Scale grading, the two main enquiries of this research (scope of DRR education and the integration of DRR education determinants during the various Platforms) were both deemed to be “mediocre to fair”. Although this assessment is subjective, it paints a good picture of the integration of DRR education into risk aversion discourses at the highest level in the African continent. 
 Unique Contribution to Theory, Practice and Policy: This paper pioneers the first in-depth assessment of DRR education discourse at the highest regional level in Africa. It contributes by augmenting the literature on DRR education discourse and determinants of DRR education; provides DRR insights to educators, students and practitioners and has policy implications for the governance of disaster risks at the highest African regional level. Considering the pivotal role of education in strengthening resilience to disaster risks, the findings provide a compelling argument for mainstreaming DRR education into the ARPs and high-level Ministerial Meetings for DRR. Arguably, this would expedite DRR education uptake by African countries.

Inclusivity in online and distance disaster education: A review of educators' views

Disaster Risk Reduction (DRR) education endorses educational initiatives that advocate for reducing existing disaster risks. The COVID-19 pandemic challenged the social order around the world, including the education sector. The rise of the pandemic paved the way to significantly convert the education sector towards online/distant learning via digital platforms. Online distance learning was a challenging emergency shift for many who had to change their teaching and learning strategies. This study is an investigation of the significant challenges associated with online learning in DRR education. The objectives of the study were to consider the online learning strategies used in formal DRR education at the tertiary level and to identify the associated challenges faced by the learners. This study presents the findings of an online survey conducted as part of a research collaboration titled INCLUsive Disaster Education (INCLUDE). INCLUDE is a collaborative research project co-funded by the EU Erasmus+ program aimed to reimagine online distance learning education. The survey was conducted in the country contexts of the research partners, which include Lithuania, Japan, Sweden, and the UK, with DRR learners who are engaged in online learning. The findings suggest that Learning Management Systems, synchronous learning, and flipped classrooms are the dominant learning strategies that engage learners. The findings further suggest that challenges in online DRR education lie in inadequate ICT infrastructure and digital literacy, health-related disturbances, and professional and personal commitments that lead into learning discontinuity. Hence, the study concludes that in order to enhance the inclusivity of online DRR education, the overall social and vulnerability contexts of the learners should be considered.

This study proposes a change in the approach to evaluating disaster risk reduction (DRR) education from short-term knowledge transfer to a long-term action-oriented approach. Furthermore, the study recommends introducing a chronological and progressive evaluation method that follows learners in DRR education from the beginning, rather than evaluating retrospectively. Thus, the study discusses the strong tendency in the literature toward the short-term knowledge-transfer evaluation paradigm and its problems from two viewpoints: inconsistency between what is evaluated and what needs to be achieved, and dissociation of knowledge from action. Three studies on long-term evaluation have solved these problems; however, they did not evaluate how the proactive attitude grows and is evoked. Thus, this study describes the chronological development of a DRR education exchange program between Nepalese and Japanese students and the progressive change in attitude of Nepalese students from 2001 to 2015. It was revealed that the education contributed to fostering the learners' proactive attitude, which they maintained even after graduation. The learners promoted the construction of earthquake-resistant houses in their village and contributed to decreasing structural damage sustained from the 2015 earthquake. More importantly, the study clarified that the learners’ attitudes evolved to become proactive, and that this proactive attitude was maintained for more than 10 years throughout three phases: educational, participation, and independent action. The study recommends that researchers change their approach to evaluating DRR education to a long-term action-oriented approach. Accumulation of data for long-term action-oriented evaluation leads to the ability to explore an effective education methodology that fosters a proactive attitude in learners.

Disaster risk reduction education plays an important role in increasing disaster awareness and preparedness. To instill awareness and a culture of disaster preparedness, disaster education needs to be taught from an early age, as part of the efforts to promote mental health education and inclusive education for students with diverse needs. The purpose of this study is to analyse the integration strategy of disaster risk reduction education into the primary school curriculum for students with diverse needs. This research used a qualitative study approach. This study was conducted in the Special Region of Yogyakarta Province. Data were obtained through three focus group discussion (FGD) sessions with primary School Teachers and Disaster Stakeholders. The data were analysed by transcribing, extracting important statements, formulating meaning and grouping into themes. The results showed that disaster risk reduction education in primary schools is integrated through intracurricular, co-curricular and extracurricular activities. The government needs to develop standard guidelines for the integration of DRR education into the curriculum so that it can be harmonised in its implementation in primary schools for students with diverse needs. Disaster risk reduction education in schools requires the cooperation of various stakeholders, both internal and external parties, for the benefits for inclusive education for students with diverse needs.

The Sendai Framework for Disaster Risk Reduction 2015–2030 continues to emphasize disaster education for disaster risk reduction. We developed a new disaster education package using a disaster prevention notebook and quizzes and investigated its benefits for disaster prevention and mitigation. The disaster prevention notebook was developed by the International Research Institute of Disaster Science (IRIDeS) of Tohoku University. It explains how to prevent natural disasters and how to act during natural disasters. Seventy nine elementary school students participated in the new disaster education package using disaster prevention pocket notebook and quizzes or the disaster education package with cartoons and quizzes. They answered some questions before and after learning using the educational materials. Results clearly demonstrated the beneficial effects of these disaster education programs on protective actions and the prevention actions related to disasters. We discussed the advantages of the new disaster education package on disaster education. We suggest that thinking about the situation and deciding one’s own behaviors might enhance self-regulated learning which includes metacognition, strategic action, and motivation to learn. We assume that our new disaster education would facilitate metacognition, strategic action, and motivation to learn in the self-regulation learning theory.

Framework for utilizing disaster learning tools classified by real and virtual aspects of community space and social networks: Application to community-based disaster risk reduction and school disaster education on earthquakes in Japan for during- and post-COVID-19 periods

After the 2011 Great East Japan (Tohoku) earthquake and tsunami disaster, reduction and avoidance of potential losses from disasters have received much attention. We focused on disaster education which is defined simply as disaster risk reduction education. We developed new educational tool for disaster education. We called the new game-book the “disaster simulation game-book.” This study was designed to investigate the beneficial effects of experimental learning using the disaster simulation game-book on disaster education for children. Thirty four junior high school students participated in the study. They were randomly assigned into learning with the game book or learning with the cartoon film groups. They answered some questions before and after learning disaster. The results clearly demonstrated the beneficial effects of game-book learning on attitudes of disasters measured for question (If a large earthquake occurred, could you overcome difficulty from the earthquake on your own?) and question (If a large earthquake occurred, do you think that you could safely get clear away?). We discussed beneficial effects of the game-book on disaster education.

Chapter 30 - Disaster risk reduction education (DRRE) and resilience in Asia-Pacific

Integrated disaster risk reduction in schools represents a key component of safety strategies within the educational sector of every country. The aim of this study is to comprehensively explore the impact of various demographic and socio-economic factors on the perceptions of students and teachers regarding disaster risk reduction and safety in schools. This study is distinguished by its extensive empirical approach, employing a multistage random sampling method to conduct 850 face-to-face interviews (650 with students and 200 with teachers) throughout 2023 in 10 out of the total 18 municipalities in the Western Morava Basin of the Republic of Serbia. Two structured survey instruments were developed, incorporating a mix of qualitative (closed-ended) multiple-choice questions and five-point Likert scales. The research proposes two central hypotheses regarding school-based disaster risk reduction. Firstly, it suggests that gender, age, parent’s employment, academic achievement, living situation, parental education levels, and engagement with social media collectively influence students’ perspectives on this matter (H1–H8). Secondly, it posits that gender, age, marital status, parenthood, and educational background significantly impact teachers’ viewpoints on school-based disaster risk reduction (H1–H5). Multivariate linear regression was used to explore predictors of students’ and teachers’ insights on school-based disaster risk reduction. Various statistical tests, including Chi-square, t-tests, one-way ANOVA, and Pearson’s correlation, were employed to investigate the influence of demographic and socioeconomic factors on these insights. The results of multivariate regression analyses indicate that age, gender, and marital status emerge as the primary predictors across various facets of students’ and teachers’ insights on school-based disaster risk reduction, including awareness of disasters, disaster education activities, attitudes toward disaster risk reduction education, and enhancement of disaster information accessibility. The findings of this study provide comprehensive insights into the key factors influencing students’ and teachers’ perceptions of disaster risk reduction in schools. This research not only contributes to the academic discourse on disaster education but also serves as a foundational basis for improving educational programs, developing policies and strategies, refining normative educational frameworks, guiding teacher training, and informing further research in disaster education.

Indonesia’s high vulnerability to natural disasters has placed increasing importance on Disaster Risk Reduction (DRR) education. While much of the existing literature emphasizes disaster education in subjects like geography and science, physical education (PE) remains an underexplored yet promising avenue. This qualitative study investigated how PE teachers in disaster-prone regions of Central Java, Indonesia, perceive and implement disaster education in their teaching practices. Drawing on semi-structured interviews with 14 middle school PE teachers, thematic analysis revealed three central themes: the contextual realities shaping teachers’ experiences, the perceived value of PE as a vehicle for disaster education, and the creative pedagogical strategies employed to deliver it. Despite limited curriculum support, teachers integrated disaster preparedness through warming-up routines, simulation games, and fitness activities to develop agility, coordination, and leadership among students. The findings highlight PE’s applied and experiential nature as well as its potential for interdisciplinary collaboration. However, the study also exposes systemic barriers such as centralized policy constraints and lack of institutional support. To enhance disaster preparedness in schools, the study advocates for policy reforms that integrate disaster education into the PE curriculum and promote localized, context-sensitive practices. These efforts can contribute meaningfully to student safety, community resilience, and holistic educational development.

This study aimed to determine the increase in student learning outcomes in the domain of knowledge, skills, and attitudes by using problem-solving learning models. The method used is classroom action research through two learning cycles consisting of the stages of planning, implementing, observing, and reflecting. There was an increase in learning outcomes and the number of students who met the minimum completeness in the domain of knowledge seen from the average value of students in cycle 1 to cycle 2. The learning outcomes of students in the domain of skills from the observation were included in the sufficient criteria in cycle 1 and increased to be good criteria in cycle 2. Classical completeness based on the number of students in cycle 1 to cycle 2 has increased. The learning outcomes of students in the domain of attitudes through the results of observation data were included in the sufficient criteria in cycle 1 and increased to be good criteria in cycle 2. As well as an increase in completeness seen from the number of students in cycle I to cycle II. Based on these findings, this model can be used to improve the chemistry learning outcomes of students in class XI.

This study evaluated the appropriateness of disaster-themed texts and activities in Turkish textbooks for disaster education competence. The evaluation was based on the criteria established by the United Nations International Strategy for Risk Reduction (UNISDR) for the education curricula of developing countries. The method used for the study was document analysis, with content analysis used to analyze the data. The sample of the study consists of Turkish textbooks. Expert opinion was sought for validity, while inter-rater agreement was determined for reliability (Reliability = 90%). The study revealed that the texts and activities in Turkish secondary school textbooks are inadequate in reflecting regional and local hazards, vulnerabilities, and the possible effects of disasters in terms of disaster education competence. Particularly, texts at the 6th-grade level are unsatisfactory in creating the desired behavior due to the type of text used. Furthermore, disaster risk reduction is not discussed in most of the texts, highlighting the insufficiency of Turkish textbooks. Even though disaster-themed texts are included in Turkish textbooks, they fail to create a holistic consciousness for disaster education that covers the before, during, and after aspects of disasters. As a result, it can be concluded that Turkish textbooks are inadequate in terms of disaster risk reduction and disaster education in general

Since the International Decade for Natural Disaster Reduction began in the 1990s, education has been recognized as having a cross-cutting role in disaster reduction by extending the people’s engagement to the creation and maintenance of sustainable communities internationally. During the same period, Japan has experienced large earthquakes, following which Japan has promoted comprehensive school safety and practical disaster education. Although conditions may vary between Japan and other countries, the approaches, issues and challenges of disaster education have much in common. The 2015-2030 Sendai Framework for Disaster Risk Reduction (SFDRR), fully integrates education and includes the overall goal of disaster risk reduction (DRR) in the full disaster management cycle, from prevention, mitigation and preparedness to response, recovery and rehabilitation. Minimizing loss and damage to educational facilities is included as one of global indicators of SFDRR. A comprehensive approach to school safety is emphasized, including the safety of the learning environment, disaster management and DRR education. An awareness of such commonalities, under the SFDRR, international cooperation for promoting education for resilient communities should be promoted in Japan and globally.