Abstract
Research on disaster risk reduction education (hereafter, DRR education) focuses on educational acts that take place between instructors and learners. Current research principally analyzes the knowledge and skills transmitted from instructors to learners, with the expectation that instructors teach learners knowledge and skills so that learners can engage proactively in DRR-related activities and respond appropriately to an actual disaster. However, previous studies have pointed out that increased knowledge and skills do not necessarily lead to behavioral changes in learners. Based on a literature review, the current study discusses why proactive attitudes are not fostered by current DRR education, which is underpinned by three approaches: (1) active instructor/passive learner approach, (2) knowledge-transmission approach, and (3) short-term knowledge evaluation approach. These three approaches, collectively termed the “transmission paradigm,” inhibits the fostering of a proactive attitude. Hence, this study proposes a new “proactive attitude paradigm” which consists of the (1) instructor/learner fusion approach, (2) participation in a community of practice approach, and (3) long-term commitment evaluation approach. The proactive attitude paradigm suggested in this study has been applied to a teacher training project in Nepal in which teachers developed a proactive attitude toward continuous DRR education. Further practical study of DRR education aimed at closing the gap between knowledge and behavior through adoption of the proactive attitude paradigm will be the focus of future research.
Highlights
Research on disaster risk reduction education focuses on educational acts that take place between instructors and learners
Based on a literature review, the current study discusses why proactive attitudes are not fostered by current disaster risk reduction (DRR) education, which is underpinned by three approaches: (1) active instructor/
Further practical study of DRR education aimed at closing the gap between knowledge and behavior through adoption of the proactive attitude paradigm will be the focus of future research
Summary
Research on disaster risk reduction (DRR) education analyzes the educational acts that take place between instructors and learners, such as research on the effects of DRR educational training conducted by DRR education experts (instructors) with teachers (learners) and the effects of tsunami evacuation drills conducted by teachers (instructors) with children (learners). Condreanu [7], in a review of 28 research articles, points out that DRR education in the context of school-based education increased knowledge and risk awareness but did not accomplish its principal objective, which was to engender proactive attitudes in learners. Yamori knowledge and a heightened awareness of disaster risks as a result of DRR education, it does not necessarily accomplish the true goal of DRR education, which is to engender proactive attitudes in learners. This gap between knowledge and behavior has been pointed out in a review paper by Johnson et al [11] and an empirical study by Nakano et al. [12]; suggesting the need for DRR education research that truly contributes to the formation of proactive attitudes on the part of learners
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
