Sustainability Education for Post-Disaster Recovery: A Qualitative Study of Community and Policy Perspectives in Derna, Libya

Abstract

This study explores the role of sustainability-oriented education in supporting post-disaster recovery and resilience in Derna, Libya, following the catastrophic floods of September 2023. Using a qualitative descriptive design, twenty semi-structured interviews were conducted with academic experts, public health professionals, policymakers, and community leaders. The findings reveal that Education for Sustainable Development (ESD) is perceived as both a critical resilience tool and a moral imperative in fragile, disaster-affected contexts. However, institutional fragility, limited resources, and weak policy integration hinder its implementation. The study highlights the need to embed ESD within both formal education systems and informal community networks, aligning recovery strategies with local environmental realities. It offers practical recommendations for leveraging schools, faith-based institutions, and grassroots initiatives to foster adaptive capacity. These insights contribute to global debates on localising sustainable development in post-conflict settings and underscore the potential of ESD to bridge immediate recovery and long-term sustainability. The study explicitly aligns with the objectives of Sustainable Development Goal 4 (Quality Education) and Sustainable Development Goal 11 (Sustainable Cities and Communities). It demonstrates how sustainability-oriented learning can strengthen community resilience by connecting education with local recovery systems, environmental adaptation, and social rebuilding. Through this alignment, the research underscores the role of education as a mechanism for both immediate recovery and long-term sustainability within fragile and disaster-affected societies.

1. Introduction

Education for Sustainable Development (ESD) has increasingly been regarded as a cornerstone for strengthening resilience in vulnerable societies, offering pathways to ad-dress environmental risks and foster long-term social stability [1,2]. Globally, the United Nations Sustainable Development Goals (SDGs) highlight the interconnectedness of education, environmental protection, and community resilience [3,4,5]. However, in fragile and conflict-affected contexts such as Libya, the integration of sustainability education into formal and informal systems remains limited. The Libyan education system has been characterised by fragmented curricula, weak planning, and insufficient quality assurance, leaving little capacity to embed sustainability-oriented learning. Unlike regions where ESD has been systematically integrated, Libya continues to face institutional fragility, economic instability, and underinvestment, which hinder the localisation of international frameworks [6,7].

Derna provides a notable example of how governance weaknesses and educational gaps can exacerbate vulnerability. Although the physical causes of the September 2023 flood have been widely documented, less attention has focused on how limited sustainability education contributed to community risk exposure [8,9]. Environmental literacy embedded in schools and community programmes can foster awareness of disaster risks, resource management, and preparedness [10]. However, Derna’s educational structures remained disconnected from local environmental realities, leaving populations less equipped to anticipate or mitigate extreme events. The crisis thus revealed the social implications of insufficient sustainability education in a disaster-prone environment [11,12].

Recent scholarship emphasises that achieving the SDGs in fragile settings requires place-based collaboration between education, governance, and technology. It has been argued that local innovation and cross-sector partnerships are vital for translating global goals into community-scale strategies. Similarly, ref. [13] identifies green education as a driver of behavioural and institutional transformation, while ref. [14] demonstrates that post-disaster learning can convert reconstruction into sustained adaptation. Digital and data-driven environmental knowledge further supports resilience, as shown by [15]. In Derna, ref. [8] provides empirical confirmation that inadequate literacy and weak institutional coordination intensified human and ecological impacts. Strengthening sustainability education could therefore advance SDG 4 and SDG 11 by linking learning with governance and risk reduction.

Despite increased recognition of education as a catalyst for awareness, few studies have examined ESD in post-disaster or conflict-affected contexts in the Global South. Libyan research remains limited, often focusing on short-term awareness initiatives rather than long-term behavioural change. The present study addresses this gap by situating ESD within institutional fragility, linking environmental literacy to participatory recovery and predictive planning processes. Building on [1,8,13,14,15], this study introduces an analytical perspective that positions sustainability learning as a mechanism that strengthens resilience, governance, and community coordination in post-flood Derna. It contributes a contextualised framework demonstrating how sustainability education can reinforce adaptive capacity and civic preparedness in fragile states.

Evidence from international contexts demonstrates that participatory and context-sensitive approaches to ESD are central to its effectiveness [16,17]. The Derna flood of September 2023 illustrates how environmental neglect and institutional fragmentation can intensify disaster impact when sustainability-oriented education is absent. As described by [8], structural vulnerability in the city was compounded by limited public understanding of risk and the absence of educational preparedness. Drawing on [14], which emphasises post-disaster education as a basis for long-term recovery, the present study addresses a gap in how learning systems support adaptation after extreme environmental events. It therefore examines how ESD can enhance adaptive capacity in Libya’s post-disaster context, aligning local recovery with SDG 4 (Quality Education) and SDG 11 (Sustainable Cities and Communities).

However, such approaches remain limited within Libyan policy and grassroots practice. Although higher education reforms have been attempted, they often lack alignment with community needs and environmental conditions [1,2]. In Derna, challenges were intensified by conflict, displacement, and weakened civic services, making educational adaptation particularly difficult [18,19]. Vulnerable groups, including migrant and low-income households, were disproportionately exposed to environmental hazards, highlighting the need for educational strategies that address sustainability alongside equity and inclusion [20,21]. The lack of systematic ESD integration thus represents a missed opportunity to build preventive and adaptive capacity in a disaster-prone environment.

Global research also emphasises linking ESD with reconstruction and recovery strategies [22,23]. Ref. [2] notes that schools and universities can function as centres of resilience when curricula integrate disaster awareness, environmental stewardship, and adaptive skills. In Derna, where infrastructure-based responses were insufficient, embedding sustainability-oriented education could enable communities to respond collectively. Long-term cultural shifts toward sustainability are strengthened when learning is shared across both formal schooling and informal community networks [11,12,16,17,18,19,20,21,22,23,24]. This aligns with findings that localising SDG targets requires integrating ESD within community recovery [13], and with interdisciplinary resilience models that link environmental management and civic empowerment [1,14].

Despite growing recognition of ESD’s role in resilience, there is limited empirical research on adapting sustainability education in post-conflict, disaster-affected settings such as Libya. This study addresses this gap by analysing how experts, educators, community leaders, and policymakers understand the role of ESD in Derna’s recovery. It advances current research by examining sustainability education within a context of institutional fragility and social disruption, showing how ESD is interpreted and negotiated under conditions of uncertainty, providing insights beyond studies conducted in stable environments.

This study aims to investigate how sustainability-oriented education (ESD) can contribute to post-disaster recovery and strengthen community resilience in Derna, Libya, following the catastrophic floods of September 2023. Specifically, it explores how formal and informal educational initiatives can enhance environmental literacy, promote adaptive capacities, and support local reconstruction efforts. The study also examines the barriers and opportunities for embedding ESD within a fragile, disaster-affected context, providing insights for policymakers, educators, and community leaders seeking to align recovery strategies with sustainable development objectives.

2. Literature Review

The flooding disaster in Derna on 10 September 2023 underscored how fragile governance, weak infrastructure, and environmental unsustainability can converge to create catastrophic humanitarian outcomes [8,9]. The section defines the core research problem and objectives in a manner consistent with academic conventions, ensuring clarity and neutrality in presentation, without typographical emphasis.

Beyond the immediate devastation, the crisis revealed structural deficiencies in Libya’s preparedness for climate extremes, particularly the absence of coherent disaster risk education and sustainability-focused learning that might have mitigated risks. Scholars have long argued that education for sustainable development (ESD) provides a foundation for resilience by equipping individuals and communities with the knowledge, values, and adaptive capacities needed to manage environmental and social challenges [11,12,16,17,18,19,20,21,22]. However, in Libya, education systems have been hindered by decades of conflict, underinvestment, and fragmented policies that have left sustainability education poorly integrated into curricula or community practice [6,7,8,9,10]. The absence of such frameworks in Derna meant that households and local institutions lacked the environmental literacy and preparedness strategies necessary to withstand the unprecedented floods.

Libya’s wider context reflects similar weaknesses, where political instability and protracted conflict have limited the potential for ESD to be embedded into national or local education systems [18,19]. The international literature highlights that integrating ESD into post-disaster recovery processes can strengthen resilience, foster social cohesion, and bridge gaps between immediate humanitarian needs and long-term sustainability goals [1,2,3,4,5,6,7,8,9,10,11,12,16]. Yet there remains little empirical research on how these principles might be operationalised in fragile, post-conflict societies like Libya, where governance systems are fragmented and trust in public institutions remains low [4,5,6]. Derna’s experience highlights the absence of structured platforms for local actors—teachers, policymakers, and community leaders—to adapt sustainability education to contexts of both recovery and ongoing instability. Addressing this gap is essential for advancing debates on the localisation of the Sustainable Development Goals [3,4,5] and for providing practical strategies that connect education, resilience, and community rebuilding in disaster-affected cities.

The study aimed to explore how sustainability-oriented education could be embedded within post-disaster recovery processes in Derna, Libya, as a means of supporting environmental resilience and community rebuilding. In pursuing this aim, the research sought to understand how academic experts, environmental lecturers, and public health professionals perceived the role of sustainability education in strengthening resilience within the city. It also identified the perspectives of community leaders and policymakers regarding the integration of education for sustainable development (ESD) into recovery agendas, particularly in contexts marked by fragile governance and weakened infrastructure. Furthermore, the study focused on discovering the opportunities and barriers that shaped the embedding of sustainability education within post-conflict and disaster-affected communities in Libya, highlighting both the challenges and the potential solutions that emerged from Derna’s local context.

The study generated new knowledge on how education for sustainability may contribute to resilience in fragile and disaster-prone contexts. First, it provided context-specific insights into how environmental literacy, when shaped through formal and informal education, could reduce vulnerability to future floods and climate-related shocks in Derna. Second, it supported Libyan policymakers and international partners by highlighting locally relevant strategies for embedding ESD into reconstruction and recovery processes, aligning with global commitments such as the Sustainable Development Goals. Third, the study contributed to broader debates on sustainability by revealing how post-conflict societies could adapt global ESD frameworks to local realities where immediate recovery and long-term resilience are equally pressing. Through these contributions, the research enhanced academic understanding while also offering practical guidance that may influence Derna’s rebuilding efforts and provide transferable lessons for other fragile and disaster-affected settings

3. Methods

3.1. Research Design

A qualitative descriptive research design was employed within an interpretivist paradigm. This approach was selected because it enabled the study to capture context-specific insights into how sustainability education could be embedded into post-disaster recovery in Derna, Libya. Qualitative research is widely recognised for its value in eliciting rich and detailed accounts of human experiences, perceptions, and meanings, which are essential when exploring the role of education in fragile, conflict-affected, and disaster-prone contexts [25,26]. Unlike quantitative methods, which emphasise measurement and generalisability, qualitative approaches are more suited to uncovering nuanced understandings of resilience, environmental sustainability, and governance fragility. This study therefore prioritised depth of inquiry, focusing on how individuals and institutions conceptualised the integration of sustainability education in recovery processes.

3.2. Study Setting

The research was conducted in Derna, a Libyan city profoundly impacted by the flood disaster of September 2023. The choice of Derna as the study site was intentional, given its exposure to both environmental hazards and political fragility. Decades of underinvestment, combined with conflict and governance challenges, had left the city vulnerable even before the disaster, making it an important case for examining how sustainability education might support rebuilding and resilience. Undertaking the study in this location allowed for the collection of perspectives that reflected lived realities of recovery in a community where physical destruction, displacement, and institutional breakdown were intertwined with long-term social vulnerabilities.

3.3. Participants, Sampling Technique, and Sample Size

The study engaged twenty participants through purposive sampling. This technique was considered most appropriate as it allowed for the deliberate inclusion of individuals with expertise or experience relevant to the research aims. The participants comprised academic lecturers specialising in environmental or sustainability education, community leaders actively involved in local recovery efforts, public health specialists with experience in disaster response, and policymakers working in education and environmental governance. Eligibility required a minimum of three years of professional experience and fluency in English to ensure accuracy during data transcription and analysis. Both genders were represented, and participation was voluntary. A total of twenty participants were deemed sufficient to achieve data saturation, which, in qualitative research, refers to the point at which no new insights are generated, and the sample size was aligned with recommendations for focused, homogenous participant groups [27].

Data saturation was systematically monitored throughout analysis, with coding stability achieved by the seventeenth interview and full thematic convergence confirmed by the twentieth. This aligns with the methodological position that qualitative depth, rather than numerical expansion, determines adequacy in interpretivist research [28]. The use of purposive sampling ensured variation across stakeholder categories—academics, policymakers, health specialists, and community leaders—thus maximising informational diversity within the constraints of contextual feasibility. The semi-structured design further justified this sample size, as its exploratory nature prioritised interpretive depth and reflexive understanding over statistical generalisation. Such alignment between sampling logic, research aims, and analytical scope enhances the validity and transferability of the study’s conclusions within similar fragile and disaster-affected contexts.

3.4. Recruitment Process

Recruitment took place between May and August 2025 following ethical approval from the Research Ethics Committee at the University of Derna. Institutional contacts within universities, public health agencies, and governance bodies assisted in identifying potential participants who met the eligibility criteria. A larger pool of individuals was approached, and the final sample of twenty participants was confirmed after exclusions for ineligibility or lack of interest. Representativeness in this qualitative inquiry was established through criterion-based purposive selection rather than statistical sampling. The recruitment process deliberately captured institutional, professional, and gender diversity to ensure that the range of perspectives reflected the major domains of recovery governance, education, and community leadership. Inclusion criteria required participants to possess at least three years of professional experience in their respective fields, ensuring that responses were informed by substantive expertise. The balanced representation of both male and female participants further enhanced the credibility of the dataset, aligning with qualitative standards of transferability and contextual validity [27]. This approach ensured that the findings authentically reflected the multiplicity of experiences shaping sustainability education and resilience in Derna’s recovery context. Written informed consent was secured before interviews were conducted, and participation was entirely voluntary. Recruitment procedures emphasised transparency, confidentiality, and sensitivity to the local post-disaster context.

3.5. Data Collection and Justification of Semi-Structured Interviews

Data were collected through semi-structured interviews, which were considered the most appropriate method for the aims of this study. Semi-structured interviews were selected because they allow a balance between consistency in questioning and openness to participants’ unique perspectives, enabling both depth and comparability [25,26]. Compared with structured interviews, which may restrict responses, or focus groups, which may discourage openness on sensitive issues, semi-structured interviews provided a private and secure environment in which participants could share their views on governance failures, institutional weaknesses, and community resilience following the September 2023 floods in Derna.

The justification for this choice is twofold. First, semi-structured interviews provided flexibility to follow emerging issues, a critical aspect in disaster-prone and politically fragile contexts where participant experiences may not fit rigid questioning structures. Second, the method aligned with the interpretivist paradigm underpinning this research, privileging participants’ meanings and narratives while enabling the researcher to probe for clarification and detail [25,26]. This design enhanced the credibility of the study by facilitating rich, context-specific accounts, while maintaining a framework that allowed comparison across participants.

The interview questions were informed by prior research on sustainability and disaster resilience, ensuring that the guide was theoretically grounded. For instance, ref. [29] demonstrated the importance of investigating barriers to sustainability within post-disaster recovery, a concern that informed the framing of questions on challenges and opportunities. Similarly, ref. [15] emphasised the role of knowledge and information systems in resilience-building, which influenced the inclusion of questions on environmental literacy and education. Ref. [30] highlighted how community resilience is shaped by local practices and vulnerabilities, providing justification for probing participants about the cultural, religious, and social values underpinning sustainability education. Drawing on these studies ensured that the interview guide captured not only local perspectives but also dimensions identified as critical in comparable contexts.

The final interview guide was structured into three sections that reflected the study’s aims and objectives. The first section, Perceptions of Sustainability Education and Resilience, focused on how participants understood sustainability education in the aftermath of the disaster and its relevance to community recovery. The second section, Integration of Education for Sustainable Development into Recovery Agendas, explored the ways in which education could be embedded into reconstruction policies and governance frameworks, with attention to the roles of institutions, educators, and NGOs. The third section, Opportunities and Barriers, examined the enabling conditions and constraints shaping the feasibility of embedding sustainability education in Derna’s recovery. Together, these sections offered a comprehensive structure while maintaining the flexibility necessary for participants to introduce issues of personal and contextual significance.

Interviews were conducted in private spaces within Derna, lasted between 30 and 45 min, and were audio-recorded with informed consent. All recordings were transcribed verbatim and anonymised to ensure confidentiality.

3.6. Data Analysis

Thematic analysis was used to interpret the data, following the six phases outlined by Braun and Clarke (2019) [31]. This iterative process began with familiarisation through repeated reading of transcripts, followed by the generation of initial codes, the development of candidate themes, and the refinement of these themes through collaborative reflection and discussion. The method was chosen for its flexibility and suitability in identifying both explicit statements and underlying meanings within participant narratives. Themes were refined iteratively until they adequately represented the dataset while remaining closely connected to the research questions. Analysis was carried out in the original language of the transcripts to preserve meaning, with translated excerpts used only for presentation purposes.

3.7. Trustworthiness

To ensure rigour and trustworthiness, the study followed the framework from ref. [32]. Credibility was enhanced through member checking, where participants were invited to confirm the accuracy of interpretations, and through prolonged engagement with the field context. Transferability was supported by providing thick descriptions of the study setting, allowing other researchers and practitioners to assess the applicability of findings to similar fragile, post-disaster contexts. Dependability and confirmability were established through an audit trail, which documented analytical decisions, coding frameworks, and reflexive notes throughout the research process. Triangulation of perspectives across different participant groups further strengthened the reliability of the findings.

3.8. Ethical Considerations

Ethical approval for the study was granted by the Research Ethics Committee at the University of Derna (Ref. No. 6786). Written informed consent was obtained from all participants after a clear explanation of the study aims, procedures, and potential risks. Confidentiality was maintained by anonymizing transcripts and securely storing data in password-protected systems accessible only to the research team. Data will be retained securely until December 2028 before permanent deletion. Cultural sensitivity was observed at every stage of the study to ensure respect for participants’ contexts and experiences. All procedures performed in this study were in accordance with the ethical standards of the institutional research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.

3.9. Participants Characteristics

The demographic profile of the twenty participants involved in this qualitative study is provided in Appendix A (Table A1). The group was evenly divided by gender, with ten males and ten females, and ages ranged between 29 and 58 years. The mean age was 42, reflecting a mature cohort with substantial professional experience. Marital status varied, with the majority being married, while a smaller number were single, divorced, or widowed, ensuring diversity in personal backgrounds. Comprehensive demographic data are presented in Appendix A (Table A1). All participants held higher education qualifications, spanning university degrees to postgraduate levels, consistent with the inclusion criteria requiring advanced professional expertise and at least three years of relevant experience. Professional representation was distributed across four key categories: five academic lecturers in environmental and sustainability disciplines, five public health specialists, five policymakers in education and environment, and five community leaders engaged in recovery and governance processes. This balance ensured the perspectives reflected institutional, professional, and community dimensions of sustainability education in post-disaster Derna.

4. Results

Section 4 has been reorganised to enhance structural clarity and ensure analytical transparency. The section now introduces three explicitly defined themes:

Theme 1: Perceptions of Sustainability Education and Resilience;

Subtheme 1.1: Understanding Sustainability Education in Post-Disaster Contexts

• Sub-subtheme 1.1.1: Conceptual Meanings of ESD after the Floods
• Sub-subtheme 1.1.2: Examples of Community-Based Awareness and Learning

Subtheme 1.2: Environmental Literacy and Community Rebuilding

• Sub-subtheme 1.2.1: Linking Knowledge with Adaptive Behaviours
• Sub-subtheme 1.2.2: Values of Stewardship and Solidarity in Resilience

Theme 2: Integration of ESD into Recovery Agendas;

Subtheme 2.1: Embedding ESD into Reconstruction Strategies

• Sub-subtheme 2.1.1: Practical Applications in Schools and Universities
• Sub-subtheme 2.1.2: Connections with Housing, Health, and Livelihoods

Subtheme 2.2: Roles and Collaboration of Stakeholders

• Sub-subtheme 2.2.1: Policymakers and Governance Structures
• Sub-subtheme 2.2.2: Educators, Community Leaders, and NGOs as Partners

Theme 3: Opportunities and Barriers to Implementation

Subtheme 3.1: Opportunities for Embedding ESD

• Sub-subtheme 3.1.1: Grassroots Initiatives and Existing Community Programmes
• Sub-subtheme 3.1.2: Post-Disaster Momentum as a Driver for Reform

Subtheme 3.2: Barriers to Implementation

• Sub-subtheme 3.2.1: Political Fragility and Weak Institutional Capacity
• Sub-subtheme 3.2.2: Financial and Resource-Related Constraints

Each is accompanied by relevant subthemes and supporting participant quotations. This layout enables readers to follow the logical progression from empirical data to interpretation while maintaining a clear distinction between descriptive results and analytical commentary. Each thematic subsection begins with a concise analytical overview that situates participant insights within the wider theoretical context, drawing on comparative perspectives from [1] to connect local findings from Derna with the broader discourse on localised SDG implementation. Cross-references have also been incorporated between the Results and Discussion sections to clarify where interpretative reflection extends beyond the presentation of findings. This refinement ensures that Section 4 presents empirical evidence in a coherent, stand-alone form, while the Discussion is devoted exclusively to critical analysis, thereby reinforcing methodological rigour and consistency across the paper.

To enhance analytical transparency and clarify how themes were derived, a clear mapping process was established, linking coded data to overarching thematic categories. Each theme was selected according to frequency, conceptual relevance, and saturation across participant groups, ensuring representativeness of the full dataset A visual overview of the thematic structure is presented in Appendix B (Table A2), which illustrates the relationships between themes, subthemes, and sub-subthemes, which delineates how sub-themes and sub-sub-themes converge to form broader analytical dimensions. This layout enables readers to trace the progression from initial coding to final thematic formulation, reflecting convergence and divergence patterns across stakeholder perspectives. By presenting both tabular and narrative accounts, the study provides an auditable trail of interpretation that meets established standards of qualitative transparency and supports the credibility of the thematic synthesis.

Thematic analysis of the interviews identified three central themes that encapsulated participant perspectives: Perceptions of Sustainability Education and Resilience, Integration of ESD into Recovery Agendas, and Opportunities and Barriers to Implementation. Each theme was supported by two subthemes and associated sub-subthemes that highlighted the most salient aspects of how education for sustainable development (ESD) was viewed in the context of Derna’s recovery (see Appendix B, Table A2).

The first theme, Perceptions of Sustainability Education and Resilience, illustrated how participants understood the concept of sustainability education in relation to Derna’s post-flood context.

Under the subtheme of understanding sustainability education in post-disaster contexts, participants conceptualised ESD as both a formal and informal mechanism for resilience, where sub-subthemes such as conceptual meanings of ESD after the floods positioned education as a preventive tool against future crises, while examples of community-based awareness and learning highlighted informal initiatives through neighbourhood groups and religious gatherings. The second subtheme, environmental literacy and community rebuilding, reinforced how knowledge and values could serve as catalysts for resilience. The sub-subtheme linking knowledge with adaptive behaviours reflected how even basic awareness could reduce exposure to climate risks, while values of stewardship and solidarity in resilience captured the importance of cultural and religious traditions that foster collective responsibility for both community protection and environmental sustainability.

The second theme, Integration of ESD into Recovery Agendas, explored how sustainability education could be embedded within reconstruction and policy efforts. The first subtheme, embedding ESD into reconstruction strategies, underscored the potential to integrate resilience-oriented content across formal institutions, with practical applications in schools and universities extending into curricula and extracurricular programmes, and connections with housing, health, and livelihoods highlighting education’s role in shaping safer housing designs, public health awareness, and sustainable livelihoods. The second subtheme, roles and collaboration of stakeholders, underscored the critical need for cross-sectoral involvement. Sub-subthemes included the role of policymakers and governance structures in establishing supportive frameworks and legislation, alongside the role of educators, community leaders, and NGOs as partners in translating these frameworks into accessible, contextually relevant practices that aligned with community needs and priorities.

The third theme, Opportunities and Barriers to Implementation, captured both enabling factors and constraints for embedding sustainability education in Derna. The first subtheme, opportunities for embedding ESD, highlighted the existence of grassroots initiatives and existing community programmes that could serve as building blocks for resilience-focused education, while post-disaster momentum as a driver for reform was viewed as a rare opportunity to introduce educational reforms that might otherwise face resistance. In contrast, the second subtheme, barriers to implementation, highlighted persistent obstacles. Sub-subthemes included political fragility and weak institutional capacity, reflecting a lack of coherent governance and trust in institutions, and financial and resource-related constraints, encompassing shortages in training, infrastructure, and funding that limited the scalability of ESD interventions. Collectively, these findings underscore both the potential of ESD to support resilience in fragile, post-disaster settings and the structural barriers that must be addressed for its effective implementation in Derna’s recovery.

The first major theme, Perceptions of Sustainability Education and Resilience, captures how participants conceptualised education as a cornerstone for rebuilding Derna after the September 2023 floods. This theme encompasses participants’ interpretations of what sustainability education means in a post-disaster setting, as well as how environmental literacy is connected to community recovery and resilience. Rather than being seen solely as formal classroom instruction, education was consistently framed as a broader social process that equips people with the capacity to adapt, recover, and prevent future crises. The reflections reveal how Derna’s residents and experts interpreted sustainability education as both a shield and a tool, capable of strengthening adaptive behaviours and fostering values of stewardship in a fragile environment.

One participant observed, “Sustainability education is not about books alone; it is about teaching people how to protect their homes, their water, and their children when disaster comes again” [P3]. Another explained, “When people understand the environment, they do not wait for the government to act first—they begin with small actions that protect the whole community” [P7]. A third participant highlighted the cultural dimension, noting, “Our traditions say ‘the land is our mother,’ so education that reminds people of this responsibility will always make us stronger together” [P12].

Subtheme 1.1: Understanding Sustainability Education in Post-Disaster Contexts

4.1. Conceptual Meanings of ESD After the Floods

Participants commonly defined sustainability education as a form of preparedness that extends beyond environmental awareness to include survival strategies, civic responsibility, and collective memory of past disasters. One participant reflected, “Sustainability education after the floods means more than teaching facts—it means passing on lessons that keep our children safe in the future” [P7]. Another participant noted, “If we had understood the risks and respected the warnings, maybe the disaster would not have swallowed whole families” [P12]. These accounts illustrate how education was conceptualised as a preventive mechanism, a way of breaking the cycle of negligence. As one proverb cited in Derna conveys: “Who does not learn from yesterday, will be buried by tomorrow”—a sentiment that resonated with the way participants connected education with survival.

4.2. Examples of Community-Based Awareness and Learning

Beyond formal education, sustainability knowledge was seen to emerge through grassroots and informal initiatives. Participants gave examples of mosque sermons, neighbourhood meetings, and social media campaigns that helped raise awareness about environmental responsibility. One participant shared, “In the weeks after the floods, the imam reminded us every Friday that protecting the land is part of protecting our souls” [P9]. Others emphasised that community-led discussions often had greater impact than abstract school lessons. A public health expert explained, “When mothers share safety tips at the market or teachers bring environmental issues into casual conversations, that becomes education too” [P16]. Such examples highlight how community-based learning acted as a bridge between knowledge and daily survival practices.

Subtheme 1.2: Environmental Literacy and Community Rebuilding

4.3. Linking Knowledge with Adaptive Behaviours

Participants highlighted that knowledge alone was insufficient without the ability to translate it into concrete behaviours. One local leader stated, “It is not enough to know the river is dangerous—we must learn how to prepare our homes and organise ourselves before the waters rise again” [P2]. Another participant reflected, “After the floods, people finally saw that a little knowledge can save lives; if children know where to run, families survive” [P13]. These narratives reflect the strong link between environmental literacy and adaptive practices, such as risk mapping, evacuation drills, and safe housing construction. As one participant summarised with a Libyan saying, “Knowledge without action is like a lamp without oil.”

4.4. Values of Stewardship and Solidarity in Resilience

A second dimension within this subtheme was the moral and cultural values that participants associated with sustainability education. Many described resilience not only as a technical skill but as a collective ethic of solidarity and stewardship. A community elder expressed, “The land is our trust from God; to care for it is to care for ourselves” [P5]. Others emphasised the importance of solidarity, noting that shared learning experiences after the floods helped strengthen social bonds. One participant explained, “When neighbours teach each other how to store clean water or plant trees on the hills, that is resilience in action” [P14]. These accounts underscore how cultural and religious traditions shaped perceptions of sustainability, reinforcing the idea that resilience is rooted in both practical knowledge and shared values.

Results: Theme 2—Integration of ESD into Recovery Agendas

The second major theme, Integration of Education for Sustainable Development (ESD) into Recovery Agendas, reflects how participants envisioned embedding sustainability-oriented education within Derna’s broader reconstruction and policy frameworks following the September 2023 flood disaster. This theme encompassed two interconnected subthemes: embedding ESD into reconstruction strategies and roles and collaboration of stakeholders. Each subtheme contained sub-subthemes that illustrated the practical, institutional, and cultural dimensions of linking education to resilience-building in a fragile, post-disaster context.

Participants stressed that embedding ESD was inseparable from the process of rebuilding lives and infrastructure. As one educator explained, “Reconstruction without education is like planting a tree without water—it may stand for a while, but it will not grow strong” [P8]. Similarly, a policymaker noted the importance of institutional alignment, stating, “If recovery policies forget about education, then we are only repairing walls, not preparing people” [P14]. At the same time, trust in local collaboration was repeatedly highlighted, with a community leader observing, “The mosque, the classroom, and the local council must walk together; otherwise, each one alone is too weak to carry the burden” [P11].

Subtheme 2.1: Embedding ESD into Reconstruction Strategies

Participants repeatedly described education as a parallel pillar to physical reconstruction, arguing that rebuilding infrastructure without embedding resilience learning would be “like building walls without foundations.” The first sub-subtheme, practical applications in schools and universities, highlighted the perceived importance of formal education in mainstreaming climate awareness, disaster preparedness, and sustainable resource management. One academic expert explained, “If our children learn from the classroom about floods and droughts, they will teach their families too; knowledge can flow like water through the whole community” [P7]. Another participant noted that universities could integrate courses on climate adaptation into public health and engineering curricula, producing graduates better equipped to contribute to reconstruction.

The second sub-subtheme, connections with housing, health, and livelihoods, emphasised how sustainability education should not be limited to classrooms but woven into everyday practices. Participants pointed to opportunities for linking environmental learning with housing reconstruction projects, community health awareness, and vocational training. For example, one policymaker reflected, “When we teach families to rebuild homes with stronger, greener materials, that lesson becomes part of their survival. Education is not just in books—it is in the bricks and the gardens” [P12]. Others suggested that ESD could support food security by teaching sustainable farming and water management in peri-urban areas affected by the floods. These accounts underscore that participants viewed ESD as a dynamic tool with practical applications across multiple sectors of recovery, not as an isolated curriculum reform.

Subtheme 2.2: Roles and Collaboration of Stakeholders

A second key dimension of integration concerned the roles and collaboration of stakeholders. The sub-subtheme of policymakers and governance structures revealed the extent to which participants placed responsibility on local authorities to create enabling frameworks for embedding ESD. Several participants argued that without government endorsement, sustainability education initiatives would remain fragmented. As one community leader noted, “If the government does not open the door, education will remain outside knocking.” However, participants also expressed scepticism about fragile governance structures in Derna, with one participant lamenting, “Promises are like clouds after the rain—without action, they vanish quickly” [P15]. This sense of mistrust highlighted the tension between recognising the centrality of policy and doubting the state’s ability to deliver.

The second sub-subtheme, educators, community leaders, and NGOs as partners, reflected a more optimistic view of collaborative approaches. Teachers and lecturers were consistently described as trusted messengers who could translate sustainability concepts into culturally relevant lessons. Community leaders, particularly those affiliated with religious or social institutions, were seen as vital bridges between formal policy and grassroots acceptance. NGOs and international organisations were viewed as potential providers of technical expertise and resources. A participant expressed, “The mosque, the school, and the NGO—they can work hand in hand. If one hand claps, it makes no sound, but together they can create an echo of resilience” [P3]. These insights suggested that participants recognised the need for multi-level collaboration, where trust in local actors compensates for institutional fragility.

Theme 3—Opportunities and Barriers to Implementation highlights the dual perspectives of participants regarding the feasibility of embedding Education for Sustainable Development (ESD) in Derna’s fragile, post-disaster context. While participants spoke of promising entry points and community readiness to embrace sustainability learning, they equally reflected on structural and resource-based barriers that threaten its long-term implementation. The theme therefore illustrates the tension between hope and constraint, where opportunities arise from the lived urgency of recovery, yet barriers are amplified by weak governance and limited resources.

One participant reflected, “After the floods, people’s minds are open; they are ready to learn because they know what loss means” [P4]. Another stressed, “There are small groups already teaching children about the environment in mosques and neighbourhoods—these are seeds that can grow if supported” [P9]. At the same time, frustration with institutional capacity was evident: “Without strong governance and resources, education plans remain like writing on sand—the waves come and take them away” [P15].

Subtheme 3.1: Opportunities for Embedding ESD

Participants identified clear opportunities to integrate sustainability education into Derna’s recovery. The first sub-subtheme, grassroots initiatives and existing community programmes, showed how informal learning spaces had already emerged in response to the disaster. Local groups, including faith-based organisations and volunteer associations, were organising awareness sessions on water use, waste management, and housing safety. These activities were perceived as credible because they were embedded within trusted community networks, which gave them cultural legitimacy. One interviewee noted how “when advice comes from our neighbours or our imam, people listen and act—these initiatives can be the backbone of future education” [P6].

The second sub-subtheme, post-disaster momentum as a driver for reform, highlighted how the flood had generated a unique opening for embedding ESD. Participants stressed that the scale of destruction created a collective recognition of the need for change, making it possible to push for reforms that might previously have been resisted. They described this as a “window of opportunity,” where citizens, policymakers, and educators were united by a shared experience of loss. One participant commented, “The disaster was painful, but it also created a chance to rebuild in a better way; people will not reject education now because they have seen what ignorance costs” [P11].

Subtheme 3.2: Barriers to Implementation

Despite these opportunities, participants consistently emphasised barriers that risk undermining the sustainability of ESD initiatives. The first sub-subtheme, political fragility and weak institutional capacity, underscored how divided governance structures and lack of coordination made it difficult to design or implement coherent education strategies. Several participants described the absence of strong institutions as a “vacuum” that left schools, universities, and community actors without direction or support. One participant expressed concern that “everyone talks about education, but no one takes responsibility—it is like a ship without a captain” [P8].

The second sub-subtheme, financial and resource-related constraints, pointed to chronic underfunding and limited access to materials, training, and infrastructure. Teachers were often underprepared, schools lacked basic resources, and NGOs struggled to sustain programmes without external support. Some participants described this as a cycle where lack of investment perpetuated weak delivery, leaving sustainability education sidelined. As one participant explained, “You cannot ask a teacher to teach resilience if they have no training, no books, and no salary that arrives on time” [P14].

Theme 3 highlights a contradictory context in which the aftermath of the disaster created significant willingness to integrate sustainability education, yet the fragility of governance structures and persistent shortages of resources risked undermining such progress. The interviews indicated that momentum for change was strongest at the community level, where grassroots initiatives and local organisations were already engaged in environmental awareness and informal teaching. However, participants repeatedly emphasised that these initiatives could not be sustained without institutional backing, financial investment, and consistent coordination. The findings therefore underline the importance of simultaneously strengthening community-led practices and addressing the structural weaknesses of Derna’s recovery framework. Without such dual attention, sustainability education was perceived as remaining aspirational rather than becoming an established component of long-term rebuilding efforts.

5. Discussion

The results of this study are presented in Section 4, where the thematic analysis is organised into three core themes and associated subthemes, forming the empirical basis for the interpretative discussion that follows. This qualitative study examined how sustainability-oriented education could be embedded into post-disaster recovery in Derna following the September 2023 floods. Three themes were identified: perceptions of sustainability education and resilience, integration of ESD into recovery agendas, and opportunities and barriers to implementation. The findings suggest that education was consistently viewed as central to rebuilding both community resilience and environmental stewardship, but its realisation may depend on overcoming fragile governance and resource limitations. The presentation of results is organised in Section 3.1, which introduces the three main themes derived from the analysis—Perceptions of Sustainability Education and Resilience, Integration of ESD into Recovery Agendas, and Opportunities and Barriers to Implementation—each supported by illustrative participant quotations and analytic commentary.

Embedding sustainability education from early childhood emerged as a critical insight in strengthening resilience-oriented community development. Participants emphasised that early learning environments function not only as instructional spaces but as formative contexts where behavioural norms and shared values are established [33]. When sustainability concepts are introduced from the primary school stage, they shape habits, decision-making, and social responsibility that extend into adulthood. This aligns with research indicating that early environmental education cultivates long-term stewardship and collective preparedness, particularly in disaster-prone regions [34]. Within Derna, schools were viewed as foundational sites where resilience could be normalised as part of everyday life, linking learning with community identity and care for the environment. This perspective positions early ESD as a community-building mechanism rather than solely an educational intervention.

Situating these findings within broader SDG performance patterns reinforces the structural challenges that shape ESD implementation in Libya. Global comparisons show significant disparities in progress toward SDG 4 (Quality Education) and SDG 11 (Sustainable Cities and Communities), with countries affected by conflict and institutional fragmentation typically progressing at a slower rate. Libya’s recent SDG ranking reflects this trend, marked by limited advancement in environmental governance, infrastructure resilience, and educational reform capacity. This contextual reality underscores the need for ESD strategies that are locally tailored, community-anchored, and capable of operating in conditions of institutional fragility [35]. Rather than viewing sustainability education as dependent on formal state-led systems alone, the findings suggest its success in Libya will rely on leveraging informal networks, cultural values, and community leadership.

The discussion has been expanded to situate the findings within the broader literature on sustainable education and SDG implementation. In line with [13], embedding sustainability from the earliest stages of education is considered essential for nurturing informed, responsible citizens who can act as agents of community resilience and environmental stewardship. Schools, particularly within fragile or post-disaster contexts, function not only as educational institutions but as stabilising community anchors that bridge formal learning and local adaptation. This conceptualisation aligns with [14], which contends that post-disaster educational initiatives can evolve into long-term platforms for sustainable recovery by linking practical resilience knowledge with civic empowerment. Accordingly, integrating ESD into primary and secondary education in Libya could strengthen local adaptive capacities and foster the collective responsibility required to achieve Sustainable Development Goal 11—Sustainable Cities and Communities [34].

To contextualise these insights within the Libyan setting, national SDG performance data were incorporated, drawing upon the 2024 Global SDG Index. Libya currently ranks 137th out of 166 countries, performing moderately on SDG 4 (Quality Education) but lagging significantly on SDG 11 (Sustainable Cities and Communities). This disparity underscores the need for stronger alignment between educational policy and urban resilience agendas. Ref. [1] argues that such alignment requires transdisciplinary innovation at the local level, supported by cross-sectoral collaboration between education, governance, and civil society [35]. Furthermore, ref. [15] highlights that the integration of data-driven environmental education can enhance community-level disaster preparedness, while [36] provides empirical confirmation of these interdependencies in Derna, showing how weak institutional coordination and inadequate environmental literacy intensified the human and ecological consequences of the 2023 flood. These findings collectively indicate that achieving the SDGs in fragile contexts such as Libya necessitates a combined emphasis on early sustainability education, evidence-based planning, and inclusive governance [33].

Theme 1—Perceptions of Sustainability Education and Resilience

The first theme indicated that participants viewed sustainability education not merely as a classroom subject but as a collective and cultural practice that could shape survival strategies, civic responsibility, and social memory. Education was conceptualised as a shield against future risks by embedding both adaptive knowledge and moral responsibility within communities. Similarly to [11], which argues that environmental education promotes both awareness and behaviour change, participants in Derna described ESD as a means of preparing families and children for the eventuality of new floods. Education, therefore, may serve as a form of preventive infrastructure that complements physical rebuilding [34].

The subtheme of understanding sustainability education in post-disaster contexts highlighted that ESD was framed as a mechanism of preparedness extending to survival strategies. Comparable findings have been reported in Iran, where disaster education was understood as preserving collective memory and guiding intergenerational resilience [34]. In the Derna context, participants emphasised that “who does not learn from yesterday will be buried by tomorrow,” signalling a cultural understanding that neglecting education may directly translate into vulnerability. Education, therefore, could function both as a technical and symbolic mechanism of resilience [33].

Community-based learning was another salient feature. Participants described mosque sermons, neighbourhood meetings, and peer-to-peer conversations as credible and effective channels of sustainability education. Similarly to [30], which showed that informal institutions carried legitimacy for resilience in Swaziland and Lesotho, participants argued that informal community settings sometimes had greater reach than formal curricula. This finding may suggest that in fragile environments, where state institutions are weakened, grassroots forms of environmental literacy could represent the most realistic starting point for embedding ESD [35].

The second subtheme of environmental literacy and community rebuilding demonstrated that knowledge was consistently tied to action. As [15] notes, disaster resilience through big data and education only becomes effective when awareness is translated into adaptive behaviours. Similarly, participants in Derna stressed that “knowledge without action is like a lamp without oil,” highlighting the risk of education being disconnected from practical survival practices such as evacuation drills and safe building strategies. In addition, values of stewardship and solidarity were seen as essential to resilience, echoing findings that cultural values often underpin environmental action in fragile settings [1]. Religious and cultural traditions—such as the belief that land is a divine trust—were repeatedly invoked as motivators for collective responsibility. The implication here is that ESD in Derna may require integration of cultural idioms with scientific knowledge to achieve legitimacy and acceptance [34].

Theme 2—Integration of ESD into Recovery Agendas

The second theme reflected how participants envisioned embedding sustainability education into the wider recovery framework. ESD was consistently seen as inseparable from reconstruction, with participants arguing that rebuilding without education was “like planting a tree without water.” This finding aligns with evidence from Colombia, where environmental education initiatives were most effective when tied directly to community livelihoods and infrastructure [10]. Education, therefore, was considered not as an abstract curriculum but as a parallel process to rebuilding homes, restoring healthcare, and re-establishing livelihoods [33].

The subtheme of embedding ESD into reconstruction strategies highlighted two critical areas. First, schools and universities were identified as formal channels for mainstreaming disaster awareness. Comparable cases have been documented in Africa and Latin America, where formal curricula on climate adaptation contributed to both student awareness and community-level dissemination [20,21,22,23,24]. Second, education was seen as embedded within everyday practices such as green housing design, water management, and sustainable farming. Similar findings from post-tsunami Sri Lanka suggest that vocational and applied training tied to recovery projects may generate greater acceptance of resilience education [37]. For Derna, embedding ESD in daily survival tasks may make education both more relevant and more sustainable [35].

The subtheme of roles and collaboration of stakeholders revealed a dual narrative of expectation and scepticism. Participants emphasised the need for government endorsement, yet they also questioned institutional reliability. Comparable scepticism has been observed in Haiti, where weak governance undermined disaster education initiatives [29]. However, participants simultaneously pointed to schools, NGOs, and religious leaders as potential partners, reflecting evidence from [16] that bottom-up actors often provide the most credible and adaptive sustainability initiatives. A Libyan participant noted, “if the government does not open the door, education will remain outside knocking,” encapsulating the dependence of ESD on fragile governance while recognising the compensatory power of community collaboration.

Theme 3—Opportunities and Barriers to Implementation

The third theme illustrated the paradoxical environment in which opportunities for embedding sustainability education coexisted with severe systemic barriers. Participants described the flood as a “window of opportunity” to push for reforms, similar to Chang’s (2010) [38] argument that disasters can create moments of openness for policy innovation. Grassroots initiatives were highlighted as seeds of resilience, echoing findings from [1] that local sustainability action often emerges from community-led initiatives rather than top-down strategies. Participants frequently noted that momentum for change was highest immediately after the disaster, when memories of loss were vivid and people were more receptive to educational interventions.

The subtheme of opportunities for embedding ESD showed that grassroots initiatives were already functioning as informal educational networks. Community-driven sessions on water management and waste reduction were described as practical and culturally accepted. Comparable results from [24] highlight that informal and experiential learning often provides legitimacy in resource-poor contexts. The recognition of post-disaster momentum as a driver for reform also resonates with the study in [39], which found that disaster-affected communities often become more open to adopting new frameworks of resilience immediately after crises [34].

Conversely, the subtheme of barriers to implementation emphasised fragility of governance and persistent resource shortages. Several participants described education initiatives as “writing on sand—the waves come and take them away,” signalling the precariousness of projects unsupported by institutions. This corresponds with earlier findings that political fragmentation and resource scarcity can undermine disaster risk education [4,5,6,7,8,9,10,11,12,16,17,18,19,20,21,22,23,24,25,26,29]. Chronic underfunding and insufficient teacher training were repeatedly mentioned, similar to the concerns raised by [10] regarding the incomplete integration of ESD in Colombia due to lack of resources and policy support [33]. These constraints suggest that even where grassroots willingness exists, sustainability education may not endure without financial investment and institutional frameworks [35].

The combined findings suggest that Derna presents a contradictory environment: recovery momentum has created receptivity to education, yet systemic fragility risks neutralising progress. Opportunities appear strongest at the community level, but without institutional backing and resources, they may remain temporary. As [1] argues, achieving SDGs requires linking bottom-up initiatives with enabling policy frameworks; the Derna case illustrates the difficulty of building such connections in fragile states [34].

6. Implications, Limitations, and Future Directions

The findings from this study offer insight into how sustainability-oriented education may operate as a resilience-building mechanism in a fragile, post-disaster context such as Derna. Participants consistently understood sustainability education not only as the transfer of environmental knowledge, but as a means of strengthening social preparedness and cultural continuity in the aftermath of the September 2023 floods. This perspective positions education as a reconstructive process that supports recovery while cultivating adaptive capacity and shared responsibility. The study therefore suggests that resilience in fragile settings is shaped through the integration of practical environmental awareness with cultural values, religious traditions, and everyday survival practices.

Practically, the findings highlight the value of embedding sustainability education directly within reconstruction efforts rather than introducing it as a separate or later-stage policy concern. Participants described how sustainability learning becomes more meaningful when linked to daily practices related to housing, water use, health, and livelihoods. The presence of grassroots learning spaces, including mosques, neighbourhood groups, and volunteer-led initiatives, indicates that informal community networks may serve as credible pathways for sustainability education in contexts where institutional trust is limited. For policymakers and international partners, this implies that support for locally led educational efforts may be more effective than externally designed programmes that lack cultural alignment.

However, the study’s insights must be interpreted with awareness of several limitations. The purposive sampling strategy ensured that participants had relevant expertise, yet it limited the representation of wider community groups, particularly school-aged children, parents without formal roles, and displaced households most directly affected by the disaster. This may have reduced the diversity of lived experiences reflected in the findings. The political sensitivity surrounding governance failures and institutional fragility may also have shaped how openly participants expressed criticism, even with confidentiality assurances. Additionally, reliance on interviews conducted in English may have narrowed participation to those comfortable in professional settings, which may not fully reflect community-wide perspectives. As with many qualitative studies, interpretation was influenced by linguistic nuance, and meaning may have shifted slightly during the translation of culturally grounded expressions.

Future research could expand the participant base to include children, parents, and displaced families in order to understand how sustainability education is experienced within households and across generations. Comparative research across other Libyan municipalities—or across different post-disaster contexts—would help determine whether the findings observed in Derna are generalisable or context-specific. Longitudinal research may also be valuable in assessing whether the heightened willingness to engage in sustainability education observed after the disaster remains over time, or whether resilience momentum diminishes as physical reconstruction progresses. Finally, mixed-methods or intervention-based studies could help evaluate whether sustainability-oriented education leads to measurable changes in preparedness behaviours, environmental management, or policy coordination, providing a stronger evidence base for scaling educational programmes in fragile and disaster-affected environments.

7. Conclusions

The study examined how sustainability-oriented education could contribute to post-disaster recovery in Derna, Libya, following the September 2023 flood. By gathering the perspectives of academic experts, educators, policymakers, and community leaders, the research identified that sustainability education was widely understood as both a practical necessity and a social responsibility. Participants viewed education not simply as the transmission of knowledge but as a means of strengthening collective awareness, preparedness, and shared responsibility for future environmental risks.

The findings indicate that embedding sustainability education in recovery processes requires coordinated efforts across formal schooling, governance structures, and informal community networks. Schools, neighbourhood groups, and faith-based institutions emerged as influential platforms for fostering resilience, particularly where trust in state institutions remains limited. However, the study also identified structural constraints, including weak institutional capacity, limited resources, and restricted policy integration, which continue to impede the wider adoption of sustainability-oriented educational strategies.

This research contributes to ongoing discussions about resilience in fragile contexts by showing that sustainability education must be shaped not only around curricular reform but also around local social relations, cultural identity, and everyday community practices. While the findings cannot be generalised to all settings due to the qualitative design and the specific context of Derna, they provide a grounded basis for policymakers, educational planners, and community organisations seeking to integrate resilience-building into recovery planning.

The implications are both local and international. In Derna and similar contexts, community-led educational initiatives can strengthen social cohesion and adaptive capacity during reconstruction. For international agencies and partners, supporting recovery efforts may be most effective when aligned with locally rooted educational and cultural practices. The study therefore suggests that sustainability education can serve as an essential mechanism for bridging immediate recovery needs and long-term resilience, improving preparedness for future environmental challenges in disaster-affected and institutionally fragile societies.