Training and Didactic Proposals for Teaching Floods: A Study Based on the Experience of Trainee Social Science Teachers
Abstract
1. Introduction
- Flood risk is the most significant natural hazard affecting the Mediterranean region (where the study area, Spain, is located).
- There is a scarcity of research on the didactics of flood risk in Spain from a geographical (Social Sciences) perspective.
- Education plays a crucial role in mitigating the effects of floods by raising awareness and training society.
- According to future climate change scenarios, these phenomena are expected to become increasingly frequent and intense [3].
2. Materials and Methods
2.1. Design of the Research
2.2. Context and Participants
2.3. Research Instrument
2.4. Procedure
2.5. Data Analysis
3. Results
3.1. School Education on Floods
- -
- “Do not go near rivers and gullies when it rains” (P.E.E. n. 2).
- -
- “Evacuation methods, advice to remain calm, what to do if the classrooms flood, etc.” (S.E.E. n. 175; Master’s Degree in Secondary Education).
- -
- “Only what was included in the Baccalaureate textbook—the topic on catastrophes such as floods—but I was not given advice...” (P.E.E. n. 101).
- -
- “I received scarce information from the textbook, and I cannot even remember it” (P.E.E. n. 136).
- -
- “In Geography class, we learned about risks in general in all cities with rivers or nearby seas, based on the textbook” (S.E.E. n. 543).
3.2. University Education on Floods
3.3. Didactic Proposals to Train and Raise Awareness Among School Children on Floods
- -
- “Use a rainy day to introduce the topic, incorporating information on historical floods or firsthand experiences” (P.E.E. n. 1).
- -
- “Many families have likely experienced major floods in Alzira. Students could conduct interviews to gather testimonies about these events” (S.E.E. n. 658).
- -
- “Above all, a set of action guidelines and drill exercises.” (P.E.E. n. 182).
- -
- “Drills and expert-led talks.” (S.E.E. n. 692).
- -
- “I would use recent news reports from various media outlets, analyzing the situation to reach a possible conclusion. Then, I would try to identify solutions to prevent it from happening again” (P.E.E. n. 183).
- -
- “Work based on documentaries and the analysis of journalistic information” (P.E.E. n. 688).
4. Discussion
- -
- Guo et al. [18] analyze a teaching approach based on conceptual graphs to organize and visually structure knowledge about flood disasters.
- -
- Olcina and Morote [29] propose using web viewers to display flood-prone areas affecting students’ communities, enabling them to assess social and economic vulnerability (e.g., inhabitants, affected homes, etc.).
- -
- Zaragoza and Morote [30] advocate for teaching historical floods through local toponymy, supplemented by oral sources and testimonials from individuals who have experienced these disasters firsthand.
- -
- Mendoza [47], in a study on flood risk prevention programs at the Baccalaureate level in José Cardel (Veracruz, Mexico), recommends a range of educational activities, including documentary screenings, the creation of informative posters, and the development of student forums and social networks for risk-related discussions.
5. Limitations of the Study
- Self-report bias. A major limitation of questionnaire-based research is its reliance on self-reported data, which introduces biases such as social desirability, where participants provide answers they deem more acceptable, and memory recall issues, particularly when asked about past experiences.
- Sample representativity. The ability to generalize results depends on the sample size and diversity. If participants belong to a specific university, city, or professional group, the findings may not be applicable to broader populations. For instance, a study focusing solely on trainee teachers from a single institution may not capture variations in educational practices elsewhere. A larger, more diverse sample would enhance the external validity of the research, ensuring a more comprehensive representation of different contexts.
- Questionnaire design limitations. The structure and formulation of questionnaire items significantly influence responses. Ambiguous or leading questions may distort participants’ answers, affecting the validity of the data. While closed-ended questions provide quantifiable insights, they often restrict detailed explanations, whereas open-ended responses, though valuable, pose challenges in systematic analysis.
- DANA 2024. One important limitation of this study is its timing, as the data collection occurred before the devastating floods in Valencia in October 2024. Given the severity and impact of this disaster, it is likely that public awareness and perceptions regarding flood risks and climate change have significantly evolved since then. Had the study been conducted after the 2024 floods, responses might have reflected greater concern, heightened awareness, and a stronger demand for flood-related education. Individuals who previously underestimated the risks may now recognize the urgency of preparedness measures. Additionally, policy changes, educational initiatives, and media coverage following the disaster could have influenced participants’ perspectives.
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A
Block 1. Socio-Educational Characteristics | |
Item (n.) | Type of Response |
-Item 1. Gender. -Item 2. Sex. -Item 3. What degree or bachelor’s program have you studied? | -Item 1. Open response. -Item 2. Closed response: Men (1); Women (2); Other (3); I prefer not to say (4). -Item 3. Open response. |
Block 2. Flood risk in the participant’s municipality | |
Item (n.) | Type of response |
-Item 4. Locality where the secondary school you attended is located -Item 5. Is this locality affected by flood risk? -Item 6. If the previous answer was “Yes,” please specify which areas are usually affected by flooding -Item 7. Write the names of some ravines and/or rivers that flow through this municipality. | -Item 4. Open response. -Item 5. Closed response: No (0); Yes (1); Do not know/No answer (2). -Item 6. Open response. -Item 7. Open response. |
Block 3. Flood episodes in the participant’s school | |
Item (n.) | Type of response |
-Item 8. Name of the school. -Item 9. Was the school located in a risk area? (For example, in a dry riverbed, marshland, etc.). -Item 10. Did your route from home to school pass through areas at risk of flooding? -Item 11. If the previous answer was affirmative, were there any signs or preventive measures in place? -Item 12. If the previous answer was “Yes,” could you specify what preventive measures were in place? -Item 13. Did you experience a severe flooding incident at your school? -Item 14. If the previous answer was “Yes,” can you briefly describe what happened and how the situation was handled? | -Item 8. Open response. -Item 9. Closed response: No (0); Yes (1); Do not know/No answer (2). -Item 10. Closed response: No (0); Yes (1); Do not know/No answer (2). -Item 11. Closed response: No (0); Yes (1); Do not know/No answer (2). -Item 12. Open response. -Item 13. Closed response: No (0); Yes (1); Do not know/No answer (2). -Item 14. Open response. |
Block 4. Training on flood risk during the school years | |
Item (n.) | Type of response |
-Item 15. During your school years, did you receive any type of information about the risks of flooding? -Item 16. Could you indicate the information that you received? -Item 17. At which educational stages do you recall receiving this content? | -Item 15. Closed response: Yes/No/Do not know/No answer -Item 16. Open answer. -Item 17. Open answer. |
Block 5. Perception of flood risk | |
Item (n.) | Type of response |
-Item 18. Are there more flooding incidents now than when you were in school? -Item 19. Why? -Item 20. Regarding the following factors that influence flood risk, how important do you think they are in determining the level of risk? (rate each item, with 1 being the least important and 5 being the most important). -Item 21. Has the pattern of rainfall changed over the last two decades? | -Item 18. Closed response: Yes/No/Do not know/No answer -Item 19. Open answer. -Item 20. Likert scale response (1 to 5): Land use planning/Lack of societal understanding of territorial dynamics/Climate change/Prevention and emergency measures/Education and awareness/“Zero risk perception”. -Item 21. Open answer. |
Block 6. Teacher training and digital competence related to flood risk | |
Item (n.) | Type of response |
-Item 22. Do you feel prepared as a future teacher to teach these topics? Rate your opinion from 1 to 5, with 5 being the highest level of preparedness. -Item 23. Could you explain the reason for your previous answer? -Item 24. Is it worthwhile to address these topics in classrooms? Rate your opinion from 1 to 5, with 5 being the highest rating. -Item 25. Could you explain the reason for your previous answer? -Item 26. Have you received any previous training on these contents at university (during your degree)? -Item 27. Have you received any previous training on these contents at university (during your Master’s degree in Secondary Education)? -Item 28. As a future teacher, what activities, resources, information, etc. would you use with your students to increase their knowledge of flood risk? | -Item 22. Likert scale response (1 to 5). -Item 23. Open answer. -Item 24. Likert scale response (1 to 5). -Item 25. Open answer. -Item 26. Closed response: Yes/No/Do not know/No answer -Item 27. Closed response: Yes/No/Do not know/No answer -Item 28. Open answer. |
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Registered (n) | Participants (n) | Average Age | Gender | ||
---|---|---|---|---|---|
M | F | ||||
Primary Education trainee teachers | 955 | 582 | 21.0 | 25.3% (n = 147) | 74.7% (n = 434) |
Secondary Education trainee teachers | 278 | 144 | 26.1 | 57.6% (n = 83) | 42.4% (n = 61) |
Total | 1233 | 726 | 22 | 31.7% (n = 230) | 68.3% (n = 496) |
Item (n.) | Type of Response |
---|---|
-Item 15. During your school years, did you receive any type of information about the risks of flooding? -Item 16. Could you indicate the information that you received? -Item 26. Have you received any previous training on these contents at university (during your degree)? -Item 27. Have you received any previous training on these contents at university (during your Master’s degree in Secondary Education)? -Item 28. As a future teacher, what activities, resources, information, etc. would you use with your students to increase their knowledge of flood risk? | -Item 15. Closed response: Yes/No/Do not know/No answer -Item 16. Open answer. -Item 26. Closed response: Yes/No/Do not know/No answer -Item 27. Closed response: Yes/No/Do not know/No answer -Item 28. Open answer. |
Degree in Primary Education | Master’s Degree in Secondary Education | Total | Value | ||||
---|---|---|---|---|---|---|---|
x2 | p | ||||||
No | n | 343 | 75 | 418 | 4.813 | 0.090 | |
% | 58.9% | 52.1% | 57.6% | ||||
Yes | n | 146 | 35 | 181 | |||
% | 25.1% | 24.3% | 24.9% | ||||
Do not know/No answer | n | 93 | 34 | 127 | |||
% | 16.0% | 23.6% | 17.5% | ||||
Total | n | 582 | 144 | 726 | |||
% | 100.0% | 100.0% | 100.0% |
Degree in Primary Education | Master’s Degree in Secondary Education | Total | Value | ||||
---|---|---|---|---|---|---|---|
x2 | p | ||||||
No | n | 364 | 70 | 434 | 140.024 | 0.001 | |
% | 62.7% | 48.6% | 59.9% | ||||
Yes | n | 45 | 66 | 111 | |||
% | 7.7% | 45.8% | 15.3% | ||||
Do not know/No answer | n | 172 | 8 | 180 | |||
% | 29.6% | 5.6% | 24.8% | ||||
Total | n | 581 | 144 | 725 | |||
% | 100.0% | 100.0% | 100.0% |
Geography | History | Art. Hist. | Others | Total | Value | ||||
---|---|---|---|---|---|---|---|---|---|
x2 | p | ||||||||
No | n | 0 | 36 | 29 | 5 | 70 | 56.632 | 0.001 | |
% | 0.0% | 41.4% | 93.5% | 83.3% | 48.6% | ||||
Yes | n | 20 | 44 | 2 | 0 | 66 | |||
% | 100.0% | 50.6% | 6.5% | 0.0% | 45.8% | ||||
Do not know/No answer | n | 0 | 7 | 0 | 1 | 8 | |||
% | 0.0% | 8.0% | 0.0% | 16.7% | 5.6% | ||||
Total | n | 20 | 87 | 31 | 6 | 144 | |||
% | 100.0% | 100.0% | 100.0% | 100.0% | 100.0% |
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Morote, Á.-F.; Olcina, J.; Gómez-Trigueros, I.-M. Training and Didactic Proposals for Teaching Floods: A Study Based on the Experience of Trainee Social Science Teachers. Societies 2025, 15, 166. https://doi.org/10.3390/soc15060166
Morote Á-F, Olcina J, Gómez-Trigueros I-M. Training and Didactic Proposals for Teaching Floods: A Study Based on the Experience of Trainee Social Science Teachers. Societies. 2025; 15(6):166. https://doi.org/10.3390/soc15060166
Chicago/Turabian StyleMorote, Álvaro-Francisco, Jorge Olcina, and Isabel-María Gómez-Trigueros. 2025. "Training and Didactic Proposals for Teaching Floods: A Study Based on the Experience of Trainee Social Science Teachers" Societies 15, no. 6: 166. https://doi.org/10.3390/soc15060166
APA StyleMorote, Á.-F., Olcina, J., & Gómez-Trigueros, I.-M. (2025). Training and Didactic Proposals for Teaching Floods: A Study Based on the Experience of Trainee Social Science Teachers. Societies, 15(6), 166. https://doi.org/10.3390/soc15060166