The 2024 Floods in Valencia (Spain): Case Study of Flood Risk Education in a Primary Education Setting

Abstract

The 2024 cut-off low-pressure (DANA) event had a devastating impact on the province of Valencia (Spain), resulting in 227 fatalities. This extreme weather event highlighted the urgent need to enhance education on flood risk and prevention, particularly through geography lessons in schools. This paper presents a didactic experience conducted during the 2024–2025 academic year at a primary school in Alicante (Valencian Community, Spain), within the sixth-grade subject of “Natural, Social, and Cultural Environment Studies”. The initiative aimed to increase knowledge of the causes of flooding and safety measures, with a particular focus on the DANA event of 29 October 2024. Through hands-on and collaborative activities, the project sought to raise awareness of the importance of risk prevention and management. Ultimately, this educational approach aspires to foster a more resilient society, one that is better prepared to face the challenges posed by current and future climate change scenarios.

1. Introduction

The DANA event, commonly referred to as a “cut-off low” (torrential rains), struck the province of Valencia (in the east of Spain), on 29 October 2024, causing widespread devastation and resulting in 227 deaths [1]. This event has underscored, among other concerns, the critical need to prioritize education and training in flood risk management. It is vital to enhance the knowledge of both students and educators, while also promoting experiential learning activities that foster resilience and mitigate vulnerability [2]. Moreover, collaboration between schools, families, and public emergency management agencies is essential for effectively addressing this challenge, particularly in the context of the escalating impacts of climate change [3].

Flood education is crucial for disaster preparedness, especially in flood-prone areas like Mediterranean Spain. The 2024 floods, which resulted in a significant loss of life, underscore the need for better public awareness and education. Despite the frequency of such disasters, studies show that educators often lack formal training in flood risk management, making school-based interventions inconsistent. Schools play a key role in equipping students with the knowledge to anticipate and respond to natural hazards, yet without proper teacher training, these efforts remain basic. Integrating flood risk education into school curricula can foster a culture of prevention and resilience, ensuring that students are prepared to recognize the risks and take action. Strengthening educational initiatives can also improve community-wide preparedness, reducing future casualties. This study seeks to address gaps in flood education by evaluating current teaching practices and proposing strategies to improve disaster literacy among educators and students.

Extreme weather events, driven by atmospheric dynamics, have intensified and become more frequent [4]. In this regard, Muñoz et al. [5] observed a 20% increase in the occurrence of cut-off low events at mid-latitudes in the Mediterranean region between 1960 and 2017. This region, recognized as a “high-risk area” due to its inherent characteristics, has been subjected to natural phenomena of significant magnitude and substantial destructive potential, representing a major threat to both human life and economic stability [6].

Globally, the Centre for Research on the Epidemiology of Disasters [7] reported 399 catastrophic events in 2023. Floods constituted 41% (n = 164) of these events. In 2023 alone, flooding claimed the lives of 7763 people worldwide, surpassing the 2003–2023 average of 5518 fatalities. Countries such as the Democratic Republic of the Congo (2970 deaths), India (1529 deaths), and Nigeria (275 deaths) were particularly affected [7].

In terms of economic losses, these totaled USD 20.4 billion, accounting for 10% of the overall damage, with Italy experiencing the highest financial impact (USD 9.8 billion) [7]. At first glance, it appears that underdeveloped and developing countries are more vulnerable to fatalities, while developed nations face greater economic losses.

In Spain, such events represent the leading cause of material damage and loss of life, with 800 fatalities recorded over the past two decades [8], in addition to more than 200 deaths being caused by the 2024 DANA event nationwide [1].

Pérez-Morales et al. [9] explain that both human and economic losses stem not only from the severity of atmospheric phenomena but also from the high exposure experienced by the population. Consequently, many countries have made progress in terms of risk education, fostering greater social responsibility and awareness to mitigate the impact of floods and, in turn, reduce the risks associated with these events [10,11,12,13]. Understanding the causes, effects, and preventive measures of such events from an early age helps shape more responsible and better-prepared citizens [14]. Students learn to identify factors that exacerbate risk, such as deforestation, uncontrolled urbanization, and the obstruction of natural drainage systems. Additionally, the students develop practical skills, including interpreting risk maps, recognizing warning signs, and planning evacuation routes [15].

In the current context of climate change, integrating the study of these phenomena into the school curriculum is essential [16]. This approach not only raises environmental awareness among students and their families but also equips them with practical tools to navigate the challenges of their surroundings [17]. Activities such as drills and community projects reinforce their sense of responsibility and teamwork [18]. This educational framework integrates scientific knowledge, practical skills, and ethical values, fostering a generation that is both informed and proactive in addressing climate change [19]. In summary, education about flood risk is an investment in safety, sustainability, and future well-being [20].

A few years ago, Morote [21] highlighted that education on natural hazards had been insufficiently integrated into efforts aimed at reducing social vulnerability to these risks. However, recently, various policies have been introduced to enhance public education on climate change, sustainability, and natural hazards. For example, the United Nations [22] has advocated for the adoption of the Sustainable Development Goals (SDGs) outlined in its 2030 Agenda, including “Climate Action” (SDG no. 13), as well as the Sendai framework for disaster risk reduction (2015–2030) [23], which places a particular emphasis on the education and training of the public regarding these phenomena.

In Spain, significant legislation on the topic includes the Climate Change Law (Law 7/2021, of 20 May), which outlines educational measures on climate change in Title VIII [24]. Similarly, within the Valencian Community (study area), the Government enacted Law 6/2022 on 5 December, addressing climate change and ecological transition. Of note, Title V emphasizes climate change education under the section “Policies for Awareness-Raising, Education, and Exemplification in Administration” [25]. Furthermore, in the context of the academic curriculum, the LOMLOE (2020) places a stronger focus on climate change and its impacts compared to its predecessor, the LOMCE (2013) [20,26].

The growing emphasis on teaching students about climate change has also driven significant scientific output, particularly in the study of natural hazards, with a specific focus on floods. This is reflected in numerous studies conducted across different regions, including North America [27], Europe [13,28,29,30,31], South and Central America [32], Asia [19,33,34], Oceania [35], and Africa [36,37].

In Spain, while extensive research has been carried out in the realm of natural sciences didactics [38], the field of geography didactics has only recently begun to receive increased research attention. Notably, various studies have examined diverse aspects of the subject, including: (1) how students and teachers perceive and understand these issues [10,14]; (2) the representation and treatment of these concepts in textbooks [39]; and (3) the development of teaching methodologies and educational strategies [17].

From a Social Sciences standpoint, existing research on these topics has largely focused on the perspectives, beliefs, and experiences of students and pre-service teachers. Flood risk education is often overlooked in teaching practices, despite its significant implications for vulnerable communities. There is limited information on how educators currently address this issue in classrooms, as informed by their firsthand experiences. This gap in knowledge underscores the importance of the present study, which aims to explore the ways in which flood hazards are taught and understood in primary education.

Previous research has revealed concerning deficiencies in teachers’ awareness of natural risks. Morote and Souto [20] found that primary education teachers possess minimal prior knowledge of flood hazards and have a limited understanding of how vulnerability factors contribute to disaster mitigation. Their findings also indicate that only 12.1% of educators received formal training on natural disasters during their years of schooling. This lack of preparedness may hinder the effectiveness of flood risk education, reducing the students’ ability to comprehend and respond to extreme weather events.

Despite floods being common, there is little research on how the primary education curriculum addresses local flood events, which would give a better grounding for their study. By addressing these gaps, this article seeks to reinforce the role of education in disaster preparedness and resilience-building. Enhancing teacher training and integrating flood risk education into curricula could significantly improve the way that students perceive and respond to natural hazards, ultimately fostering a culture of safety and prevention.

Flood risk education must be grounded in established pedagogical principles to ensure its effectiveness in shaping students’ understanding and preparedness. Inquiry-based learning offers a framework for engaging students in the investigative process, allowing them to explore flood hazards through critical questioning and data analysis. Likewise, experiential learning provides opportunities for direct engagement, enabling students to grasp flood risk dynamics through simulations and hands-on activities.

Collaborative learning plays a crucial role in this intervention, as peer interactions foster knowledge exchange and encourage reflective thinking. By integrating these theories, this study moves beyond traditional instructional approaches, ensuring that students actively engage in disaster risk reduction education. Previous studies underscore the value of such methodologies in disaster education, demonstrating how interactive, student-centered approaches improve hazard awareness and response capabilities [18,19]. This theoretical grounding strengthens the intervention’s pedagogical integrity and aligns it with best practices in environmental education.

This study aims to present a didactic experience that was carried out during the 2024–2025 academic year at a primary school in the city of Alicante (Valencian Community, Spain with sixth-grade students (11–12 years old; subject: “Knowledge of the Natural, Social, and Cultural Environment”). The objective is to increase knowledge of flood causes and safety measures, with a particular focus on the DANA event of 29 October 2024 (Spain). Through practical and collaborative activities, this initiative seeks to raise awareness about the importance of risk prevention and management. In doing so, the goal is to foster a more resilient society that is capable of addressing both the current and future challenges posed by climate change.

The initial hypothesis posits that through practical and collaborative tasks that are focused on extreme weather phenomena, such as torrential rains, students who participate in the project will be able to identify more flood prevention strategies afterward than before participation. The objective of the research was to enhance students’ preparedness, not only for the DANA event but also for any similar situations, addressing the impacts of climate change with the goal of fostering a more resilient society.

2. Sources and Methodology

To implement this didactic experience, the current national curriculum for primary education (6–12 years old) was thoroughly reviewed to identify the foundational knowledge directly related to natural hazards, as well as the specific competencies to be addressed. In addition, a brief explanation of the origin and consequences of the torrential rains on 29 October 2024 is provided herein. This will help readers to understand the context of the educational experience.

2.1. Flood Risk in the School Curriculum for Primary Education

For primary education, an analysis was conducted on Royal Decree 157/2022, dated 1 March, focusing on the subject “Knowledge of the Natural, Social, and Cultural Environment”, particularly the “Societies and Territories” section. This section of the decree addresses contemporary challenges and situations at both local and global levels, with a strong emphasis on sustainability. This is also the section where the geography content is incorporated into primary education. Furthermore, the decree underscores the importance of:

Students understanding the interactions between human activities and the natural and social environments, as well as the environmental impacts they produce, to encourage them to adopt sustainable lifestyles. Additionally, it promotes student participation in activities that emphasize care and contribute meaningfully to advancing the Sustainable Development Goals in a conscious and contextualized manner.

([40]; pp. 28–29)

The content directly related to natural hazards can be found in Point 1 (“Current global challenges”):

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“The future of Earth and the universe. Physical phenomena related to Earth and the universe and their impact on daily life and the environment. Space exploration and sky observation; light pollution.”

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“Climate and the planet. Introduction to atmospheric dynamics and the major climatic zones of the world. Key ecosystems and their landscapes.”

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“The natural environment. The geographical diversity of Spain and Europe. Graphical, visual, and cartographic representation using both analog and digital tools, employing Geographic Information Technologies (GIT).”

Also in Point 4 (“Ecosocial awareness”), the following content appears:

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“Climate change from local to global: causes and consequences. Mitigation and adaptation measures.”

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“Ecosocial responsibility. The interdependence, ecodependence, and interrelation between individuals, societies, and the natural environment.”

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“Sustainable development. Human activities impacting spaces and resource exploitation. Economic activities and wealth distribution: social and regional inequalities in the world and in Spain. The Sustainable Development Goals.”

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“Urban Agenda. Sustainable urban development. The city as a space for coexistence.”

2.2. Research Design

This study was designed as an action-research project, with the teacher as a participating observer. The methodology employed herein encompasses an analysis of climatic data, the interpretation of cartographic materials, and the examination of emergency scenarios, allowing students to cultivate both critical and reflective skills. Moreover, the implications of these events are examined at both local and global scales, promoting an interdisciplinary approach that connects geography with other fields of knowledge.

2.3. Context of the School and the Participants

The school, a public institution in which the didactic experience took place, is situated in the city of Alicante (Valencian Community, Spain), specifically in the renowned neighborhood of Campoamor, which has a population of 12,805 inhabitants. This area is characterized by its cultural diversity and marked socio-economic disparities, where middle-class families live alongside others experiencing severe social vulnerability [41]. The neighborhood has a strong working-class tradition, with many families relying on employment in the service and construction industries. Additionally, various social initiatives have been implemented to support the integration of at-risk groups [42].

The school (with a total of 120 students) is organized with a single class per educational level, except for the sixth grade of primary education, which comprises two classes. The school environment is defined by strong collaboration among the teachers, promoting an atmosphere of effective teamwork and creating a highly enriching learning setting. The relationship between teachers and students is notably close, allowing for personalized attention and thorough monitoring of each student’s academic and personal development.

The students represent a diverse array of nationalities, with Spanish nationals forming a minority. However, other students from different countries still stand out, such as those from North Africa, South America, and Eastern Europe, among others. This cultural diversity enhances classroom dynamics by encouraging the exchange of perspectives and fostering inclusion through collaborative learning. Specifically, in the sixth-grade primary education class in which this didactic experience was conducted, there were 25 students (16.0% Spaniards; n = 4) aged between 11 and 12 years.

A key aspect of implementing this didactic experience in this particular context was the necessity of adapting methodologies to address the diversity found within the classroom. This included accommodating a student with a behavioral disorder, another with hyperactivity, and a girl with dyslexia. The academic heterogeneity, varied prior experiences, and differing social skills of the students demanded the use of strategies that promoted cooperative learning and active methodologies, such a project-based learning (PBL), cooperative learning (CL), and problem-based learning (PBL).

From a developmental standpoint, students at this stage undergo notable changes. Cognitively, they demonstrate an enhanced capacity to adopt different perspectives and refine critical thinking strategies, enabling them to engage in debates and confidently defend their ideas. Socioemotionally, they exhibit a strong interest in recreational activities, which fosters cooperation. In terms of motor skills, sixth-grade students show improved coordination; however, regulation remains a challenge, highlighting the need for approaches that encourage collaboration and support emotional management.

In addition, the study was conducted in accordance with the guidelines of the Helsinki Declaration (World Medical Association Declaration), ensuring a strong ethical and philosophical commitment, as well as an unwavering respect for human dignity, privacy, physical and moral integrity, and the protection of personal data throughout the research process. Privacy regulations were strictly followed, in compliance with the personal data protection code (Organic Law 3/2018), as well as the principles of anonymity and informed consent.

2.4. Data Collection and Analysis

The data collection and analysis of this didactic experience was conducted through direct and planned observation, ensuring that students did not feel pressured during the process. To systematically monitor progress, tracking sheets were employed, integrating scales, targets, rubrics, and checklists.

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Self-assessment targets: these targets are graphical tools with concentric circles, each representing a different competency or criterion (Figure 1). This approach fosters self-reflection, encourages self-regulation, and empowers students as active participants in their learning. The self-assessment target accounted for 30% of each student’s overall grade for the learning situation (LS), providing insight into aspects such as organization, teamwork, and active listening.

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Confrontation checklist: the confrontation checklist was implemented, representing another 30% of the final grade (Table 1). This checklist facilitated a structured assessment of student engagement and interaction throughout the learning process.

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Evaluation rubric for murals: finally, in the eighth session, students completed a culminating task—creating a mural (Table 2). Their work was assessed using an evaluation rubric, which constituted 40% of the overall grade for the LS. This rubric ensured a comprehensive evaluation of creativity, accuracy, and content integration in their final project. This involves using a scale to identify the strengths and weaknesses of the work completed, with items related to content, organization, oral expression, and the use of visual resources, as outlined in Table 2.

This multi-layered assessment strategy allowed for a dynamic and inclusive evaluation process, ensuring students’ active participation while maintaining a balanced and fair grading system.

Table 1. Example of the “Confrontation checklist” given to students.

Aspects	Rating (1 to 5)	Suggestions
Clarity of the message
Creativity and originality
Design and visual presentation
Structure of the presentation
Use of time (5 min)
Teamwork
Ability to capture attention

Source: own elaboration.

Table 1. Example of the “Confrontation checklist” given to students.

Aspects	Rating (1 to 5)	Suggestions
Clarity of the message
Creativity and originality
Design and visual presentation
Structure of the presentation
Use of time (5 min)
Teamwork
Ability to capture attention

Source: own elaboration.

Table 2. Rubric for the mural.

Criterion	Excellent	Good	Need Improvement	Insufficient
Content	Clearly and fully explains the DANA. Causes, consequences, and measures are highlighted.	Explains the DANA with adequate information, but some details are missing.	The information is incomplete or unclear.	The concepts are not well explained or contain major errors.
Organization	The presentation has a clear and organized structure.	The presentation is organized, but there are some interruptions.	The presentation is disorganized or poorly structured.	The presentation does not follow a logical structure.
Oral Expression	Speaks with confidence, proper vocalization, and good use of tone.	Speaks with some confidence, but there are vocalization issues.	The speaker appears insecure or has difficulty expressing themselves.	The speaker is not easy to understand.
Use of Visual Resources	The mural is attractive, well-organized, and enhances understanding.	The mural is well-structured but could be clearer.	The mural contains disorganized or illegible information.	The mural does not help to understand any content of the presentation.

Source: own elaboration.

Table 2. Rubric for the mural.

Criterion	Excellent	Good	Need Improvement	Insufficient
Content	Clearly and fully explains the DANA. Causes, consequences, and measures are highlighted.	Explains the DANA with adequate information, but some details are missing.	The information is incomplete or unclear.	The concepts are not well explained or contain major errors.
Organization	The presentation has a clear and organized structure.	The presentation is organized, but there are some interruptions.	The presentation is disorganized or poorly structured.	The presentation does not follow a logical structure.
Oral Expression	Speaks with confidence, proper vocalization, and good use of tone.	Speaks with some confidence, but there are vocalization issues.	The speaker appears insecure or has difficulty expressing themselves.	The speaker is not easy to understand.
Use of Visual Resources	The mural is attractive, well-organized, and enhances understanding.	The mural is well-structured but could be clearer.	The mural contains disorganized or illegible information.	The mural does not help to understand any content of the presentation.

Source: own elaboration.

3. Unveiling the Causes of the 2024 Valencia DANA and Lessons in Resilience

In the current climatic context, two key factors explain the magnitude of the torrential rain episode that occurred in Valencia at the end of October 2024. First, increased atmospheric condensation processes mobilized more energy, leading to greater precipitation intensity. A primary causal factor behind this phenomenon is the warming of the Mediterranean Sea basin, which continues to set record-high summer temperatures, particularly since the early 21st century. At the end of October 2024, the sea surface temperature (SST) of the Balearic Sea, off the coast of the Valencian Community, was 23 °C, 1.5 °C above the average for the 1982–2011 period [43].

The report on the meteorological conditions associated with the floods in the province of Valencia on Tuesday, 29 October 2024, published by the Center for Mediterranean Environmental Studies, highlights five key factors that contributed to the torrential rainfall recorded in the “Hoya de Buñol” area: (1) the intensity and duration of the DANA; (2) elevated Mediterranean Sea temperatures, which enhanced evaporation and increased the moisture content in the air mass over the western basin; (3) a significant inland moisture influx along the Valencian coast, driven by an easterly wind regime; (4) the localized nature of the rainfall, resulting from the alignment of convective nuclei moving “in single file” from southeast to northwest across the province; and (5) the influence of climate change, which likely intensified precipitation due to rising Mediterranean Sea temperatures, leading to increased atmospheric humidity [44,45].

The increase in precipitable water due to rising sea surface temperatures was previously highlighted by Tamayo and Núñez [46] in their study of the torrential rainfall event that affected the Segura River basin (Vega Baja region, Alicante, Spain) in September 2019. These authors indicate that the mobilization of water vapor in condensation processes under highly unstable weather conditions has been increasing in recent decades.

Since 1980, the western Mediterranean Sea has warmed by 1.5 °C, a rate twice that of atmospheric warming in the same region (0.7 °C). The Mediterranean is increasingly functioning as a reservoir of heat and potential atmospheric energy, significantly influencing the intensity of rainfall during recent DANA episodes. In just one to two hours, accumulated precipitation can exceed 200–300 L per square meter, a volume that no region can withstand (Figure 2). During the DANA event in Valencia, the Poio ravine carried water volumes surpassing 2200 cubic meters per second—five times the average flow of the Ebro River at its mouth. On 29 October, an official maximum precipitation record was set within 24 h, reaching 771 L per square meter in Turís (Figure 3). This value is comparable to the record observed in Oliva (Valencia) in November 1987 (817 mm).

The 2024 DANA event was driven by a combination of atmospheric instability and warm Mediterranean waters, which enhanced storm formation. The continuous storm activity, often referred to as a “storm train”, led to excessive rainfall accumulation, causing rivers to overflow rapidly and overwhelming drainage systems. These impacts were further aggravated by urban expansion in flood-prone areas and inadequate infrastructure to cope with such extreme weather events. This meteorological event triggered flash flooding and widespread damage in municipalities such as “l’Horta Sud” (downstream of the Poio ravine; Figure 4) and “La Ribera Baja” (downstream of the Magre river). These are among the most flood-prone areas in the Valencian Community, as identified by PATRICOVA in the ICV’s cartographic viewer.

The floods had a major impact on daily life, affecting more than 845,000 residents and causing severe damage in 65 municipalities. Homes, businesses, schools, and key infrastructure—including roads, power grids, and water supplies—suffered widespread destruction (Figure 5). The disaster claimed 227 lives, and many families were displaced, leading to urgent requests for disaster relief at both national and European levels. At first, it was the local population and neighboring residents in the city of Valencia who assisted in the rescue and cleaning efforts. Later on, emergency response teams, including military units, were deployed for rescue and recovery efforts.

The economic consequences were severe, with over 64,000 businesses and thousands of workers affected, disrupting productivity and prompting demands for government aid. The Generalitat Valenciana has estimated the damage at EUR 17.8 billion in a preliminary assessment conducted for the preparation of a Reconstruction Plan for the affected area [50]. More than 11,000 homes and 141,000 vehicles were affected. Meanwhile, CaixaBank has indicated that the impact of the event on the national GDP for 2024 has led to a decrease of 0.1 to 0.2 percentage points [51].

Figure 5. Image of how a school looked after the floods (Massanasa, Valencia). Source: Rtve [52].

Figure 5. Image of how a school looked after the floods (Massanasa, Valencia). Source: Rtve [52].

4. Discovering the DANA Phenomenon: From the Storm to Learning

4.1. Motivation for Carrying out This Didactic Experience

This educational initiative stems from the disaster caused by the 2024 DANA event. This meteorological event has underscored the importance of understanding natural hazards and the necessity of being prepared for emergency situations. Grounded in this real and local context, the objective is to ignite students’ curiosity and cultivate critical thinking about the effects of climate change, as well as a shared responsibility for disaster prevention and management.

This initiative is driven by a desire to highlight the importance of understanding the environment and acting responsibly in response to environmental challenges. The goal is not only to impart theoretical knowledge but also to inspire students to adopt an active and reflective approach to natural hazards. Through this experience, the aim is for students to develop analytical, collaborative, and resilient skills to address adverse situations and contribute to the creation of a safer and more sustainable society.

From 18 November to 5 December 2024, a teaching initiative focusing on the DANA phenomenon was carried out in a sixth-grade primary education class, as part of the topic “Knowledge of the Natural, Social, and Cultural Environment” (which incorporates basic geography concepts at this level) (Figure 6). This initiative spanned three weeks (eight sessions), with the main objective of enhancing students’ understanding of this meteorological event and its impact on the Valencian region (

Table 3. Learning situation: “Discovering the DANA phenomenon: from the storm to learning”.

Session	Activity	Title of the Activity	Date
Session no. 1	Activity no. 1	“Team story, we explore the DANA phenomenon together”	18 November 2024
Session no. 2	Activity no. 2	“Research with a Group of Experts”	21 November 2024
Session no. 3	Activity no. 2	“Research with a Group of Experts”	22 November 2024
Session no. 4	Activity no. 3	“DANA on the Horizon. From images to ideas arising from the heart”	25 November 2024
Session no. 5	Activity no. 4	“Drawing solutions. We created the DANA Mural”	28 November 2024
Session no. 6	Activity no. 4	“Drawing solutions. We created the DANA Mural” (continued)	29 November 2024
Session no. 7	Activity no. 5	“DANA in Feedback Round”	2 December 2024
Session no. 8	Activity no. 6	“Learning Stoplight: Stop, Reflect, and Continue!”	5 December 2024

Source: own elaboration.

).

During these sessions, an LS was designed through dynamic and collaborative activities. The main objective was to encourage a deep understanding among the students of the causes, consequences, and preventive measures related to this meteorological phenomenon, while also developing skills such as teamwork, critical thinking, and both oral and written communication.

The “Knowledge of the Natural, Social, and Cultural Environment” topic, as defined by the LOMLOE, takes a comprehensive and interdisciplinary approach, combining natural sciences, social sciences, and civic and environmental values. Its goal is to cultivate in students a critical understanding of their natural and social surroundings, fostering curiosity, scientific inquiry, and critical thinking. The focus is on sustainability, respect for biodiversity, cultural heritage, and the responsible use of resources. Active methodologies, such as project-based learning and problem-solving, are employed to prepare students for active citizenship and to engage with global challenges.

4.2. Exploring DANA

4.2.1. Unlocking Prior Knowledge

Over the course of these eight sessions, the sixth-grade students explored the 2024 DANA event in a collaborative and creative way. In Session no. 1, they worked in groups to analyze a narrative about the DANA event, promoting reading skills, emotional expression, and teamwork. Students collaborated in groups to analyze a story using the “Pencil in the Center” technique, identifying key ideas and meaningful details. Groups discussed their findings, reconstructed the story, and reflected on its message, focusing on the DANA phenomenon and emotional responses. The activity fostered reading comprehension, teamwork, and reflection on social issues (

Table 4. “Team story, we explore the DANA together” (Session no. 1).

Grade: 6th year of Primary Education

Duration: 45 min.

Key Competencies: - Competence in Linguistic Communication (CCL) - Personal, Social, and Learning to Learn Competency (CPSAA) - Digital Competence (DC)

Specific Competencies: - CE1: Use digital devices and resources to search, communicate, and collaborate. - CE2: Develop cooperative projects and research. - CE3: Pose and answer questions about the natural, social, and cultural environment.

Evaluation Criteria: - Actively participate in cooperative activity. - Appropriately use teamwork strategies. - Understand the story and the emotions it generates. - Connect the parts of the story through sharing.

Basic knowledge: - Strategies: information and a global sense of discourse. - Active school and assertiveness strategies, - Climate change from the local to the global: causes and consequences. - Sustainable development.

Description of the activity: - In this activity, students collaborate to thoroughly explore a story. The class is divided into small groups, with each student assigned a specific part of the story to read and analyze. Using the “Pencil in the Center” technique, each student highlights the most significant elements of their section, identifying key ideas, standout words, and meaningful details that connect to the story’s central message. Once each group has completed its analysis, a discussion takes place where groups present their findings and link their section to those of the others, reconstructing the story as a whole. The activity concludes with a group reflection, during which all students discuss what the story teaches them about the DANA phenomenon and the emotions it evokes. This activity not only fosters reading comprehension and teamwork but also provides students with an opportunity to reflect on relevant social issues.

Materials and resources: - Printed or digital story. - Colored pencil and worksheets. - Digital or traditional whiteboard.

Adaptation for special educational needs (SEN): - Use of adapted texts or pictograms, if necessary. - Work in small groups for students with communication difficulties.

Evaluation: - The assessment is conducted through direct observation and systematic documentation of participation in the cooperative activity, as well as the ability to integrate all parts of the story. Additionally, students’ reflections on the emotions and lessons derived from the story are taken into account. The evaluation also considers teamwork skills and adherence to the rules of coexistence during the activity.

Source: own elaboration.

).

4.2.2. Classroom Research: Exploring the Impact of the DANA Event on Our Environment

In the second and third sessions, students conducted research on the DANA event in expert groups, utilizing digital tools and reflecting on possible solutions. Each group focused on a different aspect, such as causes, consequences, or preventive measures. Through the reflective activity “Now I know, I used to know”, students assessed their prior knowledge and tracked the evolution of their understanding of the DANA phenomenon (Table 5).

Table 5. “Research with a Group of Experts” (Session no. 2 and no. 3).

Grade: 6th year of Primary Education

Duration: 90 min.

Key Competencies: - Competence in Linguistic Communication (CCL) - Digital Competence (DC) - Personal, Social, and Learning to Learn Competency (CPSAA)

Specific Competencies: - CE2: Develop cooperative projects and research. - CE3: Pose and answer questions about the natural, social, and cultural environment. - CE5: Identify and propose solutions to problems generated both locally and globally.

Evaluation Criteria: - Actively participates and is involved in research and reflection activities. - Connect previous knowledge with new knowledge acquired. - Properly use digital tools for search and communication. - Critically reflect on proposed solutions and sustainability.

Basic knowledge: - Oral interactions in communicative situations. - Careful presentation of written productions. - Sustainable development.

Description of the activity: - In this activity, students collaborate to gather information on the DANA phenomenon and its impacted area (Horta Sud de València). To achieve this, they are divided into expert groups, with each group focusing on a specific aspect, such as causes, consequences, or preventive measures. After completing their research, the groups reconvene, and the designated experts share their findings with their peers. Using the reflection technique “Now I know, I used to know”, students evaluate their prior knowledge and the progression of their understanding of this phenomenon. The activity emphasizes the use of digital resources (e.g., newspapers, magazines, and websites), teamwork, and effective communication.

Materials and resources: - Computers or tablets for searching for information. - Research template with a group of experts (Figure 7). - Template for “Now I know, I used to know”. - Digital or traditional whiteboard.

Adaptation for special educational needs (SEN): - Visual support (explanatory videos). - Work in small groups to promote communication and the development of social skills.

Evaluation: - The assessment is conducted by observing active participation in research activities and the ability to effectively communicate the knowledge acquired to peers. Additionally, it evaluates students’ reflection on the knowledge gained, as well as the quality of their contributions during both the research process and the “Now I know, I used to know” reflection dynamic.

Source: own elaboration.

Table 5. “Research with a Group of Experts” (Session no. 2 and no. 3).

Grade: 6th year of Primary Education

Duration: 90 min.

Key Competencies: - Competence in Linguistic Communication (CCL) - Digital Competence (DC) - Personal, Social, and Learning to Learn Competency (CPSAA)

Specific Competencies: - CE2: Develop cooperative projects and research. - CE3: Pose and answer questions about the natural, social, and cultural environment. - CE5: Identify and propose solutions to problems generated both locally and globally.

Evaluation Criteria: - Actively participates and is involved in research and reflection activities. - Connect previous knowledge with new knowledge acquired. - Properly use digital tools for search and communication. - Critically reflect on proposed solutions and sustainability.

Basic knowledge: - Oral interactions in communicative situations. - Careful presentation of written productions. - Sustainable development.

Description of the activity: - In this activity, students collaborate to gather information on the DANA phenomenon and its impacted area (Horta Sud de València). To achieve this, they are divided into expert groups, with each group focusing on a specific aspect, such as causes, consequences, or preventive measures. After completing their research, the groups reconvene, and the designated experts share their findings with their peers. Using the reflection technique “Now I know, I used to know”, students evaluate their prior knowledge and the progression of their understanding of this phenomenon. The activity emphasizes the use of digital resources (e.g., newspapers, magazines, and websites), teamwork, and effective communication.

Materials and resources: - Computers or tablets for searching for information. - Research template with a group of experts (Figure 7). - Template for “Now I know, I used to know”. - Digital or traditional whiteboard.

Adaptation for special educational needs (SEN): - Visual support (explanatory videos). - Work in small groups to promote communication and the development of social skills.

Evaluation: - The assessment is conducted by observing active participation in research activities and the ability to effectively communicate the knowledge acquired to peers. Additionally, it evaluates students’ reflection on the knowledge gained, as well as the quality of their contributions during both the research process and the “Now I know, I used to know” reflection dynamic.

Source: own elaboration.

4.2.3. Drawing Solutions

In Session no. 4, students analyzed images of the DANA event to identify issues and suggest solutions, such as building resilient infrastructure, establishing evacuation protocols, and preparing the population. Students first answered the questions individually, then collaborated in pairs and teams to analyze an image, identifying the issues and proposing solutions. They brainstormed ideas for a mural, focusing on visually representing the information, defining the message, choosing visual elements, and creatively illustrating solutions. This method encourages reflection, teamwork, and creative problem-solving (Table 6).

During the fifth and sixth sessions, the students began creating the digital mural while reflecting on the process. The objective was to encourage creativity and teamwork in designing a mural that highlights the problems and potential solutions to the DANA event, conveying a clear and impactful message. Students are assigned roles like a designer, copywriter, image researcher, or reviewer for efficient teamwork, using tools like Canva or PowerPoint to create a mural. Teachers supervise the students’ progress, and the activity ends with the “wool hair” dynamic, where students propose weather-related solutions, share design insights, and reflect on lessons learned (Table 7).

Table 6. “DANA on the Horizon. From images to ideas arising from the heart” (Session no. 4).

Grade: 6th year of Primary Education

Duration: 45 min.

Key Competencies: - Competence in Linguistic Communication (CCL) - Digital Competence (CD) - Personal, Social, and Learning to Learn Competency (CPSAA)

Specific Competencies: - CE1: Use digital devices and resources to search, communicate, and collaborate. - CE2: Develop cooperative projects and research. - CE3: Pose and answer questions about the natural, social, and cultural environment.

Evaluation Criteria: - Actively participates in image analysis and brainstorming. - Identifies problems and proposes solutions. - Builds the visual message for the mural.

Basic knowledge: - Strategies: information and sense of global significance. - Active school and assertiveness strategies. - Climate change from the local to the global: causes and consequences. - Sustainable development.

Description of the activity: - In this activity, students work in groups to analyze real images of the DANA event in Valencia, employing the “1-2-4 Technique.” This method involves answering questions individually at first, then in pairs, and finally as a team. Sample questions include: “What do we see in the image?”, “What problems might arise in this situation?”, and “What solutions could be implemented?”. Following the analysis, students brainstorm ideas for creating a mural. This process includes reflecting on how to visually represent the information, determining the message they wish to convey, selecting appropriate visual elements, and creatively illustrating potential solutions.

Materials and resources: - Images of the DANA in Valencia (Figure 8 and Figure 9). - Colored pencil. - Cardstock or large sheets for the mural. - Digital or traditional whiteboard to collect ideas.

Adaptation for special educational needs (SEN): - Use of images with descriptions if necessary. - Additional support for students with visual communication difficulties.

Evaluation: - The evaluation is conducted through direct observation of students during the image analysis and brainstorming phases, focusing on their ability to identify problems and suggest solutions. Additionally, the creativity and clarity of the message are evaluated, based on the mural draft.

Source: own elaboration.

Table 6. “DANA on the Horizon. From images to ideas arising from the heart” (Session no. 4).

Grade: 6th year of Primary Education

Duration: 45 min.

Key Competencies: - Competence in Linguistic Communication (CCL) - Digital Competence (CD) - Personal, Social, and Learning to Learn Competency (CPSAA)

Specific Competencies: - CE1: Use digital devices and resources to search, communicate, and collaborate. - CE2: Develop cooperative projects and research. - CE3: Pose and answer questions about the natural, social, and cultural environment.

Evaluation Criteria: - Actively participates in image analysis and brainstorming. - Identifies problems and proposes solutions. - Builds the visual message for the mural.

Basic knowledge: - Strategies: information and sense of global significance. - Active school and assertiveness strategies. - Climate change from the local to the global: causes and consequences. - Sustainable development.

Description of the activity: - In this activity, students work in groups to analyze real images of the DANA event in Valencia, employing the “1-2-4 Technique.” This method involves answering questions individually at first, then in pairs, and finally as a team. Sample questions include: “What do we see in the image?”, “What problems might arise in this situation?”, and “What solutions could be implemented?”. Following the analysis, students brainstorm ideas for creating a mural. This process includes reflecting on how to visually represent the information, determining the message they wish to convey, selecting appropriate visual elements, and creatively illustrating potential solutions.

Materials and resources: - Images of the DANA in Valencia (Figure 8 and Figure 9). - Colored pencil. - Cardstock or large sheets for the mural. - Digital or traditional whiteboard to collect ideas.

Adaptation for special educational needs (SEN): - Use of images with descriptions if necessary. - Additional support for students with visual communication difficulties.

Evaluation: - The evaluation is conducted through direct observation of students during the image analysis and brainstorming phases, focusing on their ability to identify problems and suggest solutions. Additionally, the creativity and clarity of the message are evaluated, based on the mural draft.

Source: own elaboration.

Table 7. “Drawing solutions. We created the DANA mural” (Session no. 5 and no. 6).

Grade: 6th year of Primary Education

Duration: 90 min.

Key Competencies: - Competence in Linguistic Communication (CCL) - Digital Competence (DC) - Citizenship Competence (CC)

Specific Competencies: - CE1: Use digital devices and resources to search, communicate, and collaborate. - CE2: Develop cooperative projects and research. - CE3: Pose and answer questions about the natural, social, and cultural environment. - CE5: Identify and propose solutions to problems generated both locally and globally.

Evaluation Criteria: - Actively participates in the group and performs assigned tasks. - Work in a team and respect assigned roles. - Presents creativity and quality in the design of the mural. - Use digital tools (Canva or PowerPoint) efficiently.

Basic knowledge: - Care and respect for spaces. - Ecosystems. - Urban Agenda. Sustainable urban development. The city as a space for coexistence.

Description of the activity: - In this activity, students collaborate in groups to create a digital mural that showcases the knowledge they have acquired about the DANA phenomenon. Each student is assigned a specific role—designer, copywriter, image researcher, or reviewer—to ensure efficient organization and task distribution. A digital tool, such as Canva or PowerPoint, is utilized to produce a visually appealing and coherent mural. Teachers oversee the groups to ensure steady progress. The activity concludes with a reflection exercise known as the “wool hair” dynamic, where students unwrap the wool by proposing solutions for similar weather scenarios, sharing insights about the design process, and reflecting on the lessons learned.

Materials and resources: - Devices with access to Canva or PowerPoint. - Images and digital resources related to the DANA event. - Guides or templates to design the murals. - Self-assessment target.

Adaptation of Special Educational Needs (SEN): - Individualized support for students in digital creation (use of templates and clearer instructions). - Easier role assignments for students with communication difficulties.

Evaluation: - The evaluation of this activity is conducted using the “Diana” model, which enables students to self-assess various aspects of their participation and performance. Self-evaluation plays a central role, as it encourages personal reflection on individual learning and each student’s contributions to teamwork. - First, the order is assessed, prompting students to consider whether they organized their work in a clear and efficient manner. The listening component evaluates whether students actively listened to their classmates’ ideas and integrated these contributions into group work. The learning aspect focuses on whether students successfully acquired new concepts during the activity. The assignment criterion assesses whether tasks were completed on time and with quality. - Additionally, interest is evaluated by observing students’ motivation to participate and engage deeply with the topic of the DANA. The behavior component examines adherence to rules of coexistence and attitudes toward teamwork. - Finally, participation and teamwork are assessed, highlighting the ability to collaborate effectively and generate collective ideas. Through this model, students reflect on and self-evaluate each of these dimensions, identifying their strengths and areas for improvement.

Source: own elaboration.

Table 7. “Drawing solutions. We created the DANA mural” (Session no. 5 and no. 6).

Grade: 6th year of Primary Education

Duration: 90 min.

Key Competencies: - Competence in Linguistic Communication (CCL) - Digital Competence (DC) - Citizenship Competence (CC)

Specific Competencies: - CE1: Use digital devices and resources to search, communicate, and collaborate. - CE2: Develop cooperative projects and research. - CE3: Pose and answer questions about the natural, social, and cultural environment. - CE5: Identify and propose solutions to problems generated both locally and globally.

Evaluation Criteria: - Actively participates in the group and performs assigned tasks. - Work in a team and respect assigned roles. - Presents creativity and quality in the design of the mural. - Use digital tools (Canva or PowerPoint) efficiently.

Basic knowledge: - Care and respect for spaces. - Ecosystems. - Urban Agenda. Sustainable urban development. The city as a space for coexistence.

Description of the activity: - In this activity, students collaborate in groups to create a digital mural that showcases the knowledge they have acquired about the DANA phenomenon. Each student is assigned a specific role—designer, copywriter, image researcher, or reviewer—to ensure efficient organization and task distribution. A digital tool, such as Canva or PowerPoint, is utilized to produce a visually appealing and coherent mural. Teachers oversee the groups to ensure steady progress. The activity concludes with a reflection exercise known as the “wool hair” dynamic, where students unwrap the wool by proposing solutions for similar weather scenarios, sharing insights about the design process, and reflecting on the lessons learned.

Materials and resources: - Devices with access to Canva or PowerPoint. - Images and digital resources related to the DANA event. - Guides or templates to design the murals. - Self-assessment target.

Adaptation of Special Educational Needs (SEN): - Individualized support for students in digital creation (use of templates and clearer instructions). - Easier role assignments for students with communication difficulties.

Evaluation: - The evaluation of this activity is conducted using the “Diana” model, which enables students to self-assess various aspects of their participation and performance. Self-evaluation plays a central role, as it encourages personal reflection on individual learning and each student’s contributions to teamwork. - First, the order is assessed, prompting students to consider whether they organized their work in a clear and efficient manner. The listening component evaluates whether students actively listened to their classmates’ ideas and integrated these contributions into group work. The learning aspect focuses on whether students successfully acquired new concepts during the activity. The assignment criterion assesses whether tasks were completed on time and with quality. - Additionally, interest is evaluated by observing students’ motivation to participate and engage deeply with the topic of the DANA. The behavior component examines adherence to rules of coexistence and attitudes toward teamwork. - Finally, participation and teamwork are assessed, highlighting the ability to collaborate effectively and generate collective ideas. Through this model, students reflect on and self-evaluate each of these dimensions, identifying their strengths and areas for improvement.

Source: own elaboration.

Figure 8. Volunteers cleaning the mud from the streets (Horta Sud, Valencia). Source: Levante [53].

Figure 8. Volunteers cleaning the mud from the streets (Horta Sud, Valencia). Source: Levante [53].

Figure 9. Damage after the DANA event (Horta Sud, Valencia). Source: Heraldo [54].

Figure 9. Damage after the DANA event (Horta Sud, Valencia). Source: Heraldo [54].

4.2.4. Learning from the Storm and Reflecting on Its Impact

In the seventh session, students practiced their presentations, incorporating feedback to refine the mural before sharing it with other classes in the school. Students used the “Feedback Wheel Exhibition” (an activity where students presented their work in small groups and received structured feedback on clarity, creativity, and teamwork, highlighting strengths, areas for improvement, and possible solutions) to present their murals to smaller groups, focusing on design, message, and collaboration. Listeners assessed clarity, creativity, and teamwork, providing feedback on strengths, areas for improvement, and solutions. The presenting groups refined their murals based on the feedback before officially showcasing them to other primary education classes, promoting collaboration, reflection, and improvement (

Table 8. “DANA in Feedback Round” (Session no. 7).

Grade: 6th year of Primary Education

Duration: 45 min.

Key Competencies: - Competence in Linguistic Communication (CCL) - Entrepreneurial Competence (EC) - Mathematical Competence in Science, Technology, and Engineering (FCTC)

Specific Competencies: - CE2: Develop cooperative projects and research. - CE3: Pose and answer questions about the natural, social, and cultural environment.

Evaluation Criteria: - Actively participate in the trial. - Show the good quality of the suggestions received and any gifts. - Show clarity and consistency in presentation. - Work as a team and collaborate.

Basic knowledge: - Active school and assertiveness strategies. - Climate change from the local to the global: causes and consequences. - Sustainable development.

Description of the activity: - The “Feedback Wheel Exhibition” technique involves each group presenting their mural to a smaller group for 5 min, emphasizing key aspects of their work, such as design, message, and collaboration. The listening group utilizes an assessment checklist to evaluate elements like message clarity, creativity, and teamwork. Following the presentation, listeners provide constructive feedback using the format “What I liked the most, what can be improved, and a proposed solution”. Lastly, the presenting groups refined their mural based on the feedback received, enhancing their work prior to its official presentation to other primary education classes.

Materials and resources: - Confrontation list. - Digital mural in Canva or PowerPoint. - Computers or devices with an internet connection. - Digital or traditional whiteboard.

Adaptation of Special Educational Needs (SEN): - Visual support such as images and pictograms to facilitate the understanding of the mural. - Extra time to present and receive feedback (if necessary). - Clear and tailored role assignments to ensure that each learner can participate effectively. - Personalized advice during the rehearsal for students with difficulties in communication or oral expression. - Use of technological support devices for students with difficulties.

Evaluation: - The evaluation is conducted using the confrontation list, which assesses the overall quality of the work, the presentation, and the feedback provided. Groups are evaluated on their ability to enhance their work based on constructive criticism, as well as their collaboration and the clarity of the message communicated through the mural.

Source: own elaboration.

).

Finally, in the last session (no. 8), they presented their murals (Figure 10), conducted self-evaluations using the “Traffic Light” technique (which involves students using green, yellow, and red to self-assess what they did well, what could be improved, and what didn’t work), and reflected on what they had learned about the DANA event, comparing it to their initial knowledge. This reflection included considering what they did well, areas for improvement, and aspects that did not work or that needed to be changed. The goal was to encourage creativity and teamwork in creating a mural that highlighted the issues and potential solutions related to the DANA event while delivering a clear and impactful message (

Table 9. “Learning Stoplight. Stop, Reflect, and Continue!” (Session no. 8).

Grade: 6th year of Primary Education

Duration: 45 min.

Key Competencies: - Competence in Linguistic Communication (CCL) - Personal, Social, and Learning to Learn Competency (CPSAA) - Entrepreneurial Competence (EC) - Digital Competence (DC)

Specific Competencies: - CE1: Use digital devices and resources to search, communicate, and collaborate. - CE2: Develop cooperative projects and research. - CE3: Pose and answer questions about the natural, social, and cultural environment. - CE5: Identify and propose solutions to problems generated both locally and globally.

Evaluation Criteria: - Speak confidently. - Use visual resources. - Reflect on what you have learned. - Share ideas and learnings with classes.

Basic knowledge: - Active school and assertiveness strategies. - Climate change from the local to the global: causes and consequences. - The natural environment. The geographical diversity of Spain and Europe. - Sustainable development.

Description of the activity: - In this activity, each group presents their mural to the classes from the first and second cycles of Primary Education. A self-evaluation is then conducted using the “Traffic Light” technique, encouraging reflection on the presentation: ✓ What we plan to do well. ✓ What we can improve. ✓ What did not work or what we would change. - Following this, all students document what they have learned about the DANA phenomenon in a personal journal, comparing their prior knowledge before starting the project with the insights gained during the session.

Materials and resources: - Cards or journals to write reflections. - Student murals (Figure 10). - Evaluation rubric. - Digital or traditional whiteboard.

Adaptation of special educational needs (SEN): - Visual support such as pictograms to help in the understanding of the traffic light technique. - Adaptations for students with difficulties in written communication. - Extra time to complete written reflections. - Individualized support to facilitate reflection and the processing of emotions.

Evaluation: - Students conduct self-evaluations using the “Traffic Light” technique, as previously described. Additionally, emphasis is placed on their capacity for self-criticism and their ability to identify the strengths and weaknesses of the project. Finally, the teaching staff evaluates the students’ reflections on the knowledge gained regarding the DANA phenomenon, employing an evaluation rubric for this purpose.

Source: own elaboration.

).

4.3. Evaluation of the Didactic Experience: Evidence to Raise Awareness About Floods

4.3.1. General Results of the Learning Situation

According to Casanova [55], evaluation is a systematic and rigorous process of gathering information to understand a situation, form value judgments, and make decisions to continue the activity. Regarding the methods for evaluating this experience, direct and planned observation has been used without making the students feel pressured. Therefore, tracking sheets are used to monitor progress with scales, targets, rubrics, and checklists.

First, the “Self-assessment target” is used in the sixth session, where both the individual work and the group work are evaluated (30% of the overall grade for the LS).

Secondly, the “Confrontation checklist” is used in the seventh session, where students are responsible for providing suggestions and improvements for the different works, presentations, and murals, focusing on aspects such as the clarity of the message, creativity, and time management, among others (30% of the overall grade for the LS).

Thirdly, for the final task in the eighth session, an evaluation rubric for the murals has been used (40% of the overall grade for the LS).

Overall, the results of the educational intervention have been positive. Eventually, 80.0% of the students (n = 20) reached a satisfactory level in the completion of the final project, demonstrating a good understanding of the content covered and showing active participation throughout the process (

Table 10. Comparative table of knowledge before and after the intervention.

Knowledge	Before the Procedure	After the Procedure	Remarks
Identification of causes of the cut-off low	9 students (36.0%)	21 students (84.0%)	Increase in students naming three or more causes.
Recognition of consequences	10 students (40.0%)	22 students (88.0%)	Greater ability to explain social and environmental impacts.
Knowledge of preventive measures	6 students (24.0%)	22 students (88.0%)	Progress in prevention proposals.
Organization of information and oral expression	15 students (60.0%)	20 students (80.0%)	Observed improvement in communication skills and structuring of ideas.

Source: own elaboration.

). The remaining 20.0% (n = 5) required specific support, mainly in aspects related to information organization and oral expression during the final presentation of their work. This indicates that, although the overall objectives were largely met, not all students reached the same depth of understanding or communicative ability—a phenomenon that is to be expected in a group with different learning rhythms and styles.

4.3.2. Difficulties and Areas for Improvement in Learning

Beyond the overall results, a more detailed analysis reveals certain aspects that deserve attention. For example, although most of the group was able to adequately explain the causes and consequences of the DANA event, at least four students (16.0%) showed persistent confusion regarding the meteorological concept of the “cut-off low”. In some cases, a reductionist view of the phenomenon remained, associating it merely with episodes of heavy rainfall, without fully understanding the interaction between upper-level cold air masses and warm, humid air.

Furthermore, difficulties were observed in five students (20.0%) when interpreting flood risk maps, particularly regarding the distinction between the probability and possibility of extreme events occurring. These kinds of misunderstandings highlight the need to reinforce the teaching of tools for reading and interpreting geographic and probabilistic data. In addition, in some cases, the proposed preventive measures were too general or were poorly contextualized, indicating that three students (12.0%) still had only a partial understanding of risk management and its application in specific local contexts.

These findings reveal that, although the intervention led to significant progress in knowledge and skills, it is necessary to continue deepening certain content areas that require greater abstraction, technical analysis, or practical application. To this end, it is recommended to incorporate strategies such as differentiated reinforcement activities, individualized feedback, and visual resources (such as simulations, interactive maps, or models) that help foster more robust and meaningful understanding.

The intervention had a positive impact and improved the understanding of most students. However, it also highlighted specific areas in which some students experienced difficulties or retained misconceptions, which should be carefully considered in future instructional approaches to ensure a comprehensive, critical, and equitable education program in the face of meteorological risks such as the DANA phenomenon.

4.3.3. Development of Key and Cross-Curricular Competencies

In terms of the concepts learned, there has been a significant improvement in the understanding of the DANA phenomenon. Through the reflective exercise “Before I thought, now I know”, many students showed a clear shift in their initial perceptions. For instance, several indicated that they used to consider the DANA phenomenon as simply a period of heavy rainfall, while they now understand it as a more complex meteorological phenomenon associated with isolated depressions at high altitudes and capable of causing severe impacts on the territory. Specific examples of these reflections include statements such as: “Before, I thought DANA was just heavy rain, but now I understand why it happens and how it can affect people and the land”, or “I didn’t know DANA could have such serious consequences, now I know it can cause floods and a lot of damage”.

Beyond conceptual knowledge, the process also supported the development of key competencies. During the teaching sequence, active and collaborative participation in group tasks was observed, especially during the creation of the collective mural and the preparation of oral presentations. Students showed initiative in searching for information from official sources, such as AEMET or Civil Protection, and applied what they learned to creating visual materials and to oral arguments during the final sessions. One student commented: “I liked searching for information with my classmates because we discovered important things and everyone contributed something different to the mural”.

In the presentations, a more accurate use of the technical vocabulary studied in class was evident, with terms such as “cold drop”, “weather alert”, or “hydrographic basin” being incorporated naturally. Additionally, some students connected what they had learned to their immediate environment, pointing out how certain urban features can worsen the effects of torrential rain, indicating a deeper understanding of risk. As one student expressed: “Now I understand why my street floods when it rains a lot, because there aren’t many places where the water can go”.

At the level of transversal competencies, a notable improvement was observed in areas such as teamwork, task planning, and oral communication. The students took on different roles within the group, demonstrated the ability to organize information, and collaborated in a respectful and effective manner. Moreover, the use of digital tools to gather and present information contributed to strengthening digital competence in a meaningful context. As one student said: “I had never done a group presentation using a computer, and at first it was hard, but in the end, I felt proud of what we all did together”.

The feedback received from the students was generally very positive. Many said that the learning situation was interesting, relevant, and useful for understanding the meteorological phenomena that affect their environment. They especially appreciated the practical and collaborative nature of the activities, as well as the opportunity to express themselves orally and work in teams. Some of the comments collected were: “I liked it because we learned about things that can really happen and how to act if a DANA occurs”, “I thought it was a fun way to learn, different from just reading the textbook”, or “It was good because we all worked together and learned by explaining it in our own words”. All these responses reflect a high level of engagement and satisfaction with the didactic proposal, reinforcing the importance of active and contextualized methodologies to foster meaningful learning.

During the feedback session, it was observed that students began to use scientific and meteorological terms with greater accuracy and confidence. For example, at first many used vague or colloquial concepts to describe the causes and consequences of DANA events, but after group research and reflection, they were able to explain in more detail, and with greater accuracy, aspects such as the formation of cold air pockets and the hydrological impacts on the territory. This progress was evident, both in the oral presentations of the expert groups and in the written responses in the reflection templates.

Likewise, a qualitative analysis of the interventions during the feedback round revealed an increase in the students’ depth of understanding of the phenomenon. Students not only identified visible impacts of DANA events on the environment and local society but also began to identify complex relationships between causes and effects, as well as develop preventive proposals based on sustainability principles. This indicates that the learning was meaningful in terms of conceptual integration and critical thinking, moving beyond mere data accumulation.

Some expressions collected during the “Now I know, I used to know” reflection process illustrate this progress. For example, one student said: “Before, I only knew that DANA was a strong storm, but now I understand that it is a meteorological phenomenon caused by pockets of cold and warm air that affect the local climate”. Another remarked: “Before, I did not imagine the consequences that DANA could have on our community, such as floods and damage to houses; now I know why it is important to take measures”. Some students expressed improvements in their use of language, saying: “Before, I used general words to describe DANA, but now I can explain it better”.

Finally, it is worth highlighting that these dynamics fostered metacognition as, by reflecting on what they “used to know” and what they “now know”, the children developed a greater awareness of their learning processes. This self-awareness contributed to their motivation and ability to transfer what they learned to other contexts, demonstrating the pedagogical value of incorporating reflective and feedback techniques in collaborative research projects.

4.3.4. Teachers’ Insights and Observations

From the teachers’ perspective, it was observed that students showed greater interest and participation and were able to better organize their ideas to explain the DANA phenomenon and its risks. The intervention allowed not only the acquisition of knowledge but also the development of communication and teamwork skills that are essential for their comprehensive education.

These data show that the educational intervention not only enabled the acquisition of specific knowledge about the DANA phenomenon but also fostered the development of transversal competencies such as teamwork, critical thinking, and effective communication. These skills are essential for fostering a culture of prevention and resilience in the face of extreme natural phenomena.

Furthermore, linking theoretical content with practical experiences and real case analyses, such as the DANA event in Valencia in 2024, proved to be a motivating element for the students, facilitating a deep and contextualized understanding of the phenomenon. Guided reflection through exercises like “Now I know, before I knew” helped consolidate meaningful learning and increase awareness of the importance of risk management in the local environment.

Overall, the results confirm that an educational approach combining scientific knowledge with participatory and contextualized activities significantly improves students’ preparedness and awareness regarding the risks associated with extreme weather events.

In conclusion, significant learning has been achieved, as students have not only gained knowledge about the DANA phenomenon but have also improved skills such as teamwork, information gathering, and oral communication. The high relevance of the topic to students’ lives (with many having witnessed the DANA event’s impacts on the TV) likely contributed to their engagement and learning. This context may differ in areas that have not experienced recent floods.

5. Discussion and Conclusions

The 2024 Valencia DANA event has underscored the urgent need to prioritize education and training on flood risk. Strengthening the education of both students and teachers, while promoting practical activities to transform vulnerability into resilience, is crucial [56]. This research aims to address this need.

The initial hypothesis posits that through practical and collaborative tasks focused on extreme weather phenomena, such as torrential rains, “students who participate in the project will be able to identify more flood prevention strategies afterward than before”. These hypotheses appear valid in this context, as this study aimed to enhance students’ preparedness, not only for the 2024 DANA event but also for similar situations, addressing the impacts of climate change with the goal of fostering a more resilient society [27,32,36]. Moreover, the study’s findings demonstrate that, in response to rainfall events in the city and proposed solutions to other natural risks, students’ reflections, actions, and academic performance have notably improved.

Teaching about climate change and flooding is crucial, as it connects learning with real-world issues that profoundly affect humanity. These phenomena, primarily driven by human activities, disrupt ecosystems, economies, and communities, making them into pressing global challenges. Exploring these topics fosters interdisciplinary understanding by integrating scientific knowledge, ethical considerations, and practical solutions. Moreover, the research presented here demonstrates significant potential, transcending abstract theories and incorporating both local and global experiences. This approach enhances awareness and motivates action, as suggested by Ballesteros et al. [57].

Teaching about these topics empowers individuals to reduce their impacts, advance sustainability, and strengthen resilience against future crises by uniquely blending theoretical knowledge with social engagement [11].

The 2024 DANA event in Valencia provided an opportunity to improve students’ understanding of extreme weather and disaster preparedness. This educational initiative aimed to enhance flood risk awareness and strengthen school preparedness through interactive strategies. Aligning with Velásquez & Alcántara [32], the study assessed students’ hazard awareness, confidence in school preparedness, and communication effectiveness. Students participated in simulations and discussions, revealing varied awareness levels—some felt confident, while others doubted their school’s preparedness. Also, the current communication strategies showed not only strengths but also areas needing improvement. Ultimately, the initiative underscored the need for proactive, student-centered disaster education, reinforcing the importance of continuous improvements in disaster risk reduction to empower students to act effectively in crisis situations.

Torrential rains are natural phenomena that affect many communities, emphasizing the importance of understanding their causes, consequences, and preventive measures to minimize risks and safeguard lives. It is equally critical to address human actions that often exacerbate these risks. Teaching this topic in schools nurtures a culture of prevention and preparedness [14].

Through such education programs, students learn to identify the warning signs, respond effectively during emergencies, and actively contribute to mitigation efforts by adopting responsible behavior, such as preventing drainage system pollution and protecting river courses. Additionally, these lessons enhance the students’ critical thinking skills and social awareness, equipping them to confront environmental challenges. Ultimately, developing informed and responsible young people prepares them to thrive in an ever-changing world [20].

In response to the challenges posed by climate change and flooding in the study area, the following question emerges: How can this issue be effectively addressed from an educational perspective? According to Olcina et al. [15], education is a critical strategy for reducing social vulnerability to natural hazards, thereby fostering greater socio-territorial resilience.

Floods that have affected numerous countries over recent decades, along with their consequences, have prompted a shift toward a new paradigm: flood risk management through public awareness and societal participation. This approach underscores the pivotal role of society in mitigating human and material losses [57].

Williams et al. [31], employing a participatory, action-based methodology with children aged 7–9 years, developed a creative and inclusive educational resource on floods to enhance learning. Their study demonstrates that young children are capable of learning about floods and preparing for them and that intergenerational learning can take place, with the messages that are taught in schools being transferred to their families. However, thematic analysis reveals certain limitations, including factors such as family dynamics (the empowerment of children) and parental disconnection or a lack of awareness of risks.

When it comes to educational experiences, several publications highlight activities designed to teach flood risks, both within school classrooms and through outdoor field trips. In the classroom setting, recent studies have emphasized teaching these phenomena through games and simulations. A notable example is the United Nations (UN) game, Stop Disasters [19], which not only provides students with meaningful learning experiences but also enhances their motivation. This finding is further supported by Abied et al. [18], who demonstrated that using a game not only deepens students’ understanding of this topic but also significantly boosts their enthusiasm for learning.

In relation to studying the environment, the everyday consequences of floods and the use of digital tools for classroom activities have been explored by Guo et al. [57]. They introduced a teaching approach using conceptual graphs to organize and visually represent knowledge about floods. Similarly, Olcina et al. [15] advocate teaching about floods using web viewers that highlight flood-prone areas in students’ local territories.

Mendoza [58], in his research on flood risk prevention programs in high schools in José Cardel (State of Veracruz, Mexico), proposed various educational initiatives for risk education. These include screening documentaries, designing informational posters, and creating social media forums for students. Moreover, Zaragoza and Morote [14] suggest incorporating historical flood education by utilizing the local toponymy associated with these phenomena, alongside oral histories and the accounts of individuals who have experienced these disasters.

Students in our case study improved their understanding of flood causes and safety measures, indicating that the didactic approach is a promising tool for risk education in primary schools. The use of real images and analyses of DANA situations in Valencia further captured their attention by connecting classroom learning to real-world scenarios. Reflection exercises like “Now I know, before I knew” encouraged self-awareness and highlighted the importance of understanding meteorological phenomena, enhancing both academic and personal skills.

The educational context, shaped by economic and social inequalities, underscored the school’s role as a space of equity and opportunity. Projects promoting inclusion, interculturality, and equal opportunities ensured meaningful learning experiences tailored to diverse student needs. However, challenges such as initial difficulties with digital tools and time management required teacher adaptation and peer support to overcome.

As a limitation of this study, it is important to highlight that the methodology assumes that observing students and collecting a few quotes is enough to validate learning. For example, there is no mention of efforts made to reduce bias, such as using an independent evaluator or triangulating data (e.g., combining observation with a short quiz or student self-assessment). This will be considered as a future research challenge.

Another limitation is the small sample size, consisting of a single class, which restricts the generalizability of findings. Additionally, the absence of a control group or baseline data prevents a comparative assessment of student progress. The study is further limited by its short-term scope, as learning outcomes were evaluated within a brief timeframe. Moreover, the intervention was conducted in a specific context, making external applicability uncertain. Lastly, researcher involvement in teaching introduces potential bias. Future studies should address these constraints by incorporating larger sample sizes, control groups, and long-term assessments to enhance reliability.

This experience, designed shortly after the Valencia floods, emphasized the importance of integrating local and regional contexts, such as Alicante’s history of flood risks (e.g., 1982 and 1997). The need to compare current and past environmental conditions helped students to understand the unprecedented nature of contemporary climate change, linking it directly to human activities. Students also learned that humanity has the capacity to mitigate impacts through responsible actions such as reducing pollution and adopting sustainable practices.

We are confronting one of the greatest challenges of this century, marked by socio-economic, political, and environmental complexity. Educating future generations requires precise scientific knowledge and applied skills, enabling students to reflect on and adopt effective strategies to minimize climate change impacts.