Developing a theoretical framework: school ecosystem-based disaster risk education

Abstract

Environmental degradation and global disaster encourage the education sector to devise adaptation and mitigation strategies. The scientific approach, from intradisciplinary to interdisciplinary, has urged education into a different array. These narratives provide a context for how disaster risk education must incorporate ecological understanding simultaneously. A semi-systematic literature review identified 29 international journal articles published between 2000 and 2020 that integrated disaster with ecological concepts and their implementation in school programs. These publications, retrieved online from the Universitas Gadjah Mada Library database, created a foundation for comparing the frameworks on which the respective authors had built their research. This study primarily sought to find the gap in theoretical debates and develop a new theoretical framework that systematically addressed it. According to the review’s findings, education in climate change adaptation and sustainable development became the primary focus of the discourse. However, it was not implemented holistically but rather separately through disaster risk education or environmental education programs. Accordingly, this study has developed a theoretical framework of school ecosystem-based disaster risk education by adopting the Bronfenbrenner and Pentahelix Synergy models to depict the concepts implemented in the school community.