Disaster education in disaster-prone schools: a systematic review

Abstract

This paper aims to analyze disaster education in schools in disaster-prone areas, focusing on the resulting policies, supporting programs, and challenges in implementing disaster education in schools. The literature review in this paper is carried out systematically and analyzes the content as a methodology in investigating policies, programs, and challenges in implementing disaster education in disaster-prone schools in the Scopus database. The results of the analysis of the literature review highlight several important points related to disaster education in disaster-prone schools, namely (1) In supporting increased understanding of environmental management and resilience in dealing with disasters in disaster-prone areas, governments in various countries make policies by including environmental content in school materials and policies for environmental conservation. (2) School cooperation with the community and government institutions related to the environment becomes a program in increasing understanding of environmental management and disaster resilience. (3) The literature review also reveals that the material’s content, the approach/learning model used, and the teacher’s ability to understand the environment are challenges for implementing disaster education in disaster-prone schools. The problems in the discussion of this literature review are usable as implications for further research considerations. The findings show that disaster education in disaster-prone schools can effectively increase environmental understanding and resilience if existing policies, programs, and challenges are implemented optimally.

Why is didactic transposition in disaster education needed by prospective elementary school teachers?

“…In addition, disaster education has been implemented in many disaster-prone countries, such as the Philippines, India, Indonesia, and Fiji Islands. Japan, for example, has implemented intensive disaster education since the primary school level [ 6 , 7 ], while in Fiji Island and the Philippines, the education is reflected through arts and literature. Looking at the examples, Indonesia is expected to have a similar degree of disaster education implementation.…”

The Role of Early Childhood Education Teachers in Communicating and Managing Schools Safe

“…(1) Schools that cannot be used because they are damaged; (2) Schools that cannot be used because they are used as temporary housing or refugee camps; (3) Schools that are no longer accessible; (4) Loss of physical access to child-friendly play spaces; (5) Loss of school equipment and educational materials; (6) Teachers cannot teach; (7) Students are expected to earn a living, help with recovery and care for their younger sibling's full time; (8) Psychosocial disorders in teachers, students and other education personnel (Kousky, 2016) education sector has an important role in overcoming the various challenges posed by natural disasters and preventing dangers from turning into disasters (Yusuf et al, 2022). By conducting hazard and risk assessments, making plans based on research results, ensuring physical and environmental protection, and developing preparedness plans, hazards can be prevented and develop into disasters (Shaw et al, 2009).…”

The Environment as a Medium of Original Ideas for Young Researchers in Self-Determined Learning

“…An open learning environment, emphasizes how learners find solutions or other things that are expected from independent learning and are not directed by the teacher. Students are allowed to think differently from the teacher -in an open learning environment where the teacher is referred to as a facilitator [36][37][38]. In an open learning environment, various models provide students with opportunities to use various contexts, resources, tools, and frameworks in the problem-solving process.…”