Search Results (59)

Recently, the usage of mobile phone-based games has increased due to the growing accessibility and convenience they provide. Using a descriptive-quantitative design, a disaster-based mobile application was developed in this study to enhance disaster literacy among the private senior high schools in science, technology, engineering, and mathematics (STEM) education in Davao City, the Philippines. The developed application was provided together with survey questionnaires to 364 students randomly selected from different schools in Davao City usingF a simple random sampling method. The technology acceptance (TAM) model was used to explain how users accepted the new technology. The mobile application was designed with features in four disaster scenarios—fire, flood, volcano, and earthquake. The results revealed a high acceptance, with an average score of the perceived usefulness (PE) of 4.52, perceived ease of use (PEOU) of 4.44, and a behavioral intention (BI) of 4.12. The students accepted the application to enhance disaster risk reduction and management. Aligned with SDG 4 and SDG 11, the application can be used to equip users with the knowledge to respond to disasters and ensure community resilience. Full article

This research paper presents an assessment of geohazards on Lefkas Island, Greece, using Geographic Information System (GIS) technology to map risk and enhance public awareness through an interactive web application. Natural hazards such as landslides, floods, wildfires, and desertification threaten both the safety of residents and the island’s tourism-dependent economy, particularly due to its seismic activity and Mediterranean climate. By combining the Sendai Framework for Disaster Risk Reduction with GIS capabilities, we created detailed hazard maps that visually represent areas of susceptibility and provide critical insights for local authorities and the public. The web application developed serves as a user-friendly platform for disseminating hazard information and educational resources, thus promoting community preparedness and resilience. The findings highlight the necessity for proactive land management strategies and community engagement in disaster risk reduction efforts. This study underscores GIS’s pivotal role in fostering informed decision making and enhancing the safety of Lefkas Island’s inhabitants and visitors in the face of environmental challenges. Full article

Disaster risk reduction (DRR) education is considered increasingly necessary, particularly for children. DRR educational interventions aim to enhance knowledge and attitudes related to self-protective capacity. However, comparative studies on students in areas prone to different disasters and comprehensive criteria covering both knowledge and attitudes toward behavior remain limited. A short DRR course was developed for primary schools across three regions (mountainous, low-lying, and coastal) in Hue City, one of Vietnam’s most vulnerable areas to extreme weather events. This study aimed to comprehensively evaluate student performance by applying Bloom’s taxonomy and treatment-control pre-post-follow-up design with panel analysis methods. From December 2022 to September 2023, three surveys, involving 517 students each, were conducted in six schools (three schools received the course and surveys, while the other three only participated in surveys). The intervention revealed similarities and differences between the groups. The course positively impacted on some elements of knowledge and preparedness intentions in students from low-lying and mountainous regions (including ethnic minorities). Higher-grade students in the mountainous region showed improvement in intentions, but not in attitudes toward self-protection. No gender differences in intentions were found. Although limited overall improvements, the study’s various methods, approaches and continuous assessment can be applied globally to design, implement, and assess DRR education courses effectively. Full article

On 29 October 2024, Spain suffered the impact of an Isolated Depression at High Levels (DANA) that caused severe human and material damage. As seen in cases of natural disasters of similar magnitudes, the impact on children requires sustained interventions, with educational communities being key settings for providing protection and accompaniment. Although numerous studies highlight the role of schools in preventing and mitigating the socio-emotional impact of natural disasters on children, the literature on concrete educational actions to address the consequences of flood disasters is limited. This study analyses the co-creation process of six actions developed between researchers and teachers from 18 schools in the most affected areas of Valencia. For this purpose, a communicative research methodology was used. The techniques used to co-create actions were six dialogic focus groups, one dialogical scientific gathering and one WhatsApp community with teachers affected by the DANA. The results provide information on the redevelopment of the following six evidence-based actions and their impacts in the first weeks after the DANA: (1) the mapping of educational communities; (2) the planning of dialogic gatherings; (3) the creation of solidarity networks; (4) the creation of optimal learning environments; (5) the preservation of violence-free networks; and (6) the giving of specific support to vulnerable groups. The study offers guidelines for educational practises in flood-related disaster interventions, focusing on enhancing community resilience. Full article

This study presents relevant elements of seismic resilience strategy containing an innovative digital mapping tool tailored for Bucharest, one of Europe’s most seismically vulnerable areas. The framework integrates seismic resilience indicators and expert input with Bucharest’s seismic micro-zonation map to systematically identify critical relocation areas, including educational institutions, medical facilities, and open spaces for emergency use. A seven-step methodology underpins the strategy: identifying resilience indicators, gathering local data, conducting expert workshops, mapping vulnerable areas, designating emergency open spaces, incorporating educational institutions as shelters, and evaluating the framework through a SWOT (strengths, weaknesses, opportunities, and threats) analysis. The digital mapping tool developed using Google My Maps provides a practical and accessible platform for emergency management professionals and the public, enabling real-time response coordination and informed long-term planning. District 2 is identified as the most vulnerable area due to high population density and peak ground acceleration (PGA), while District 4 faces challenges stemming from limited medical and relocation resources, despite experiencing lower seismic activity. The SWOT analysis demonstrates the tool’s potential as a robust disaster management framework, while highlighting the need for continuous updates, enhanced collaboration, and integration of additional data. This study offers a scalable model for other urban contexts, bridging the gap between strategic planning and operational readiness for seismic risk reduction. Full article

In recent years, secondary schools and university departments related to geography have begun to teach various topics using Geographic Information Systems (GIS). In particular, WebGIS, available online without installing additional software, is recognized as a powerful educational tool for educators and students. However, research on how students perceive and utilize digital maps to understand geographical objects and investigate the complexity of such learning is insufficient. Therefore, we initiated a study to clarify these research questions by implementing Disaster Risk Reduction (DRR) education using a digital hazard map developed with WebGIS technology, focusing on young people in Japan, including secondary school and university students. The results indicate that DRR education using a simple digital map is helpful for a wide range of students regardless of age. Still, some perceive difficulty in learning to use a digital hazard map. Map representation strongly affects students’ interpretation of vulnerable areas. The maps’ layers and functions are more useful when added gradually, corresponding to students’ ability and familiarity with GIS in the initial stage of geography education using maps to prevent students’ negative impressions caused by complex issues and technical problems. Full article

With the increasing and intensifying effects of global climate change and the rapid development of higher education, energy and resource consumption at university campuses has been rising drastically. This shift has been worsened by campuses’ expanded role in addressing extreme weather hazards and taking on additional cultural and community functions. This article carries out a comprehensive literature review of the low-carbon measures and resilient behaviors implemented on university campuses based on publications published in two major databases, the China National Knowledge Infrastructure (CNKI) and Web of Science (WOS). Results show that: (1) most existing studies only focus on campus carbon emission reduction from a single perspective, without considering the correlation between carbon emissions in different dimensions on campuses and without analyzing the causes of excessive campus carbon emissions from the perspective of the built environment; (2) current studies have not constructed an assessment system for campus carbon resilience and lack the tools and methods for assessment. After summarizing and analyzing, this study proposes the concept of campus “carbon resilience”, which refers to the ability of campuses to cope with the risks of disasters and uncertainties caused by excessive carbon emissions. The research framework of this study is divided into three parts: connotative characteristics, influencing factors, and optimization strategy. Following this framework, the concept and critical features of campus carbon resilience “carbon minus resilience”, “carbon saving resilience”, “carbon reduction resilience”, and “carbon sequestration resilience” are analyzed and outlined. Next, an integrated impact factor system for campus carbon resilience is proposed. This system incorporates aspects such as land utilization, building operation, landscape creation, and energy regeneration from the perspective of the built environment. Finally, with the core objective of effectively reducing the dynamic range of carbon emissions when dealing with critical disturbances and improving the adaptability and resilience of campuses to cope with excessive carbon emissions, this study proposes an optimization strategy of “setting development goals–establishing an evaluation system–proposing improvement strategies–dynamic feedback and adjustment” to provide ideas and theoretical guidance for responding to university campus carbon risk and planning carbon resilience. Full article

This study examines the integration of disaster risk reduction (DRR) into security and defense studies curricula at Serbian universities, focusing on public and private institutions. As climate change accelerates and natural disasters become more frequent, addressing these risks is critical for national security and sustainable development. This research evaluates the extent of DRR incorporation in curricula and the use of emerging technologies in DRR education. A qualitative analysis of programs at institutions such as the Faculty of Security Studies at the University of Belgrade, the Military Academy, the University of Criminal Investigation and Police Studies, and private universities like Singidunum and Educons University reveals that public institutions have made significant progress. However, private universities still need comprehensive DRR-focused courses and technological integration. This study recommends fostering collaboration between public and private universities, expanding access to the National Simulation Center, and incorporating modern technologies and active learning strategies across curricula to bridge existing gaps. These steps equip future security professionals with the practical skills and interdisciplinary knowledge necessary for effective disaster management in an increasingly complex risk environment. Full article

Geography education plays an important role in the promotion of disaster resilience; however, the relationship between geography education and disaster resilience has failed to attract systematic attention in China and the United States (US). This study compares the contents regarding disaster risk reduction in secondary school geography textbooks in China and the US to explore the contributions of geography education to promoting disaster resilience. These textbooks are analyzed using content analysis based on the Sendai Framework with four actions. This study finds that geography textbooks in China and the US include disaster risk reduction content; however, the contents are unevenly distributed, with “understanding disaster risk” and “enhancing disaster preparedness” accounting for a higher proportion, whereas “strengthening disaster risk governance” and “investing in disaster risk management to enhance resilience” account for a lower proportion. The results indicate that geography education plays an important role in enhancing disaster resilience and can strengthen students’ understanding and preparedness for disaster risks. Meanwhile, this study points out the shortcomings in current disaster risk reduction education and provides a reference for improving educational practice and policy formulation. Full article

Sand and dust storms (SDS) pose a wide range of hazards to human society, affecting people in drylands and beyond. This paper, based on a wide-ranging review of the scientific and grey literature, presents, for the first time, a comprehensive synthesis of mitigation and adaptation interventions designed to manage the risks involved and thus build resilience to these SDS hazards in line with the Sendai Framework for Disaster Risk Reduction 2015–2030 (Sendai Framework) and the Sustainable Development Goals. It highlights case studies and good practice examples of measures available to reduce the risks and impacts associated with SDS beyond SDS source areas. These measures, which are interrelated and complementary, are summarized under education initiatives (for schools, specific sectors and vulnerable groups), risk/impact assessments (involving information on hazard, exposure and vulnerability), vulnerability assessment/mapping, integrated monitoring and early warning (using the World Meteorological Organization’s Sand and Dust Storm Warning Advisory and Assessment System, or SDS-WAS) and emergency response and risk reduction plans (including contingency planning). Many of these measures are developed for other hazards, but not for SDS. Data availability is an important issue in this regard, and the example of Kuwait illustrates that even with a relatively good understanding of SDS, many aspects of impact mitigation remain poorly understood. Developing appropriate responses to SDS hazards is a matter of some urgency given climate change projections that indicate more frequent and intense SDS emissions due to increased aridity and worsening drought conditions (frequency, severity and duration). Full article

Faced with the rise in natural disasters, studies on disaster risk reduction education (DRRE) first emerged in the 1990s, predominantly employing a transmissive teaching approach; the literature advocates for interactive models, including extended reality (XR) simulations, which offer cost-effective solutions. This scoping review explores XR in DRRE for teachers, students, and citizens aiming to discern its pedagogical affordances. The databases search identified 34 papers published between 2013 and 2023. The majority centered on seismic events and floods, with Asia, notably Japan, as a primary source. Methodologically, 26 were empirical, using various research designs, and 8 were non-empirical. While XR-based tools demonstrated pedagogical affordances in teaching risk management, the lack of specific educational frameworks and a predominant focus on the acquisition of procedural knowledge and skills indicate that a broader approach is needed, by the incorporation of uncertainty education and complex competences, including attitudes like risk perception. Full article

This study utilizes a novel approach by analyzing land use and socioeconomic factors to enhance flood risk reduction strategies on Java Island, Indonesia. Using datasets from inaRISK hazard profiles, GlobCover land cover data, and Indonesian national statistics, the research offers a methodology for mitigating flood risks in diverse geographic and socioeconomic landscapes. The study found flood exposure rates ranging from 1.1% to 63%, averaging 26.5% across 114 districts, and revealed a correlation between high flood exposure and socioeconomic indicators. Cluster analysis identified four types of regions with unique flood risk management needs. Socioeconomic analysis showed significant income and education level variations across clusters, with urban areas having a higher Gross Regional Domestic Product and better education levels than rural areas. This socioeconomic divide is crucial for understanding different regions’ capacities to respond to and recover from floods. Integrating socioeconomic factors with land use and flood exposure data allows for tailored disaster risk reduction strategies. For high-risk urban areas, structural interventions and community-focused initiatives are recommended, while rural areas benefit from sustainable land management practices. This study highlights the need for a combined approach to flood risk management and strategies, and provides a model adaptable to similar regions. Full article

Resilience has gained significant prominence in the management of climate-related shocks and the minimization of disaster risks. Assessing flood resilience is, therefore, crucial in identifying areas lacking support and opportunities for development. Comprehensive risk assessments are urgently required, especially in areas prone to floods. By applying the Analytical Hierarchy Process (AHP), stakeholder meetings, and keyword analysis, this study aims to assess the flood resilience of Phra Nakhon Sri Ayutthaya Province (PNSAP) in Thailand, an area at high risk of flooding and home to a UNESCO World Heritage Site. According to the Arup and Rockefeller Foundation’s City Resilience indicators, the key elements for building resilience in PNSAP include effective emergency response services, comprehensive hazard monitoring and risk assessment, and emergency medical care. In addition, the focus group discussions and keyword analysis identified the following critical components for strengthening flood resilience: “financial aspects”, “community awareness and preparedness”, “multi-stakeholder collaboration”, “citizen engagement”, and “urban flood monitoring and data management.” Moreover, to gain insight into the perceptions of people in local communities, the results of a household survey (n = 552) indicated that approximately one-third of the respondents had never engaged in flood preparedness activities. Neither the gender nor the education level of the respondents significantly influenced their engagement in flood preparedness. The respondents also perceived that infrastructure flexibility, affordable transport networks, flood monitoring and data management, the adequate provision of critical services, and reliable communication systems in building resilience were important during a flood disaster. These results provide valuable insight into the community’s perception of the effectiveness of disaster risk reduction mechanisms for building flood resilience in PNSAP and can serve as a useful guide for future resilience-building initiatives. By addressing these factors, PNSAP could enhance its resilience to the impacts of flooding and contribute to the global field of flood management and resilience building. Full article

Integrated disaster risk reduction in schools represents a key component of safety strategies within the educational sector of every country. The aim of this study is to comprehensively explore the impact of various demographic and socio-economic factors on the perceptions of students and teachers regarding disaster risk reduction and safety in schools. This study is distinguished by its extensive empirical approach, employing a multistage random sampling method to conduct 850 face-to-face interviews (650 with students and 200 with teachers) throughout 2023 in 10 out of the total 18 municipalities in the Western Morava Basin of the Republic of Serbia. Two structured survey instruments were developed, incorporating a mix of qualitative (closed-ended) multiple-choice questions and five-point Likert scales. The research proposes two central hypotheses regarding school-based disaster risk reduction. Firstly, it suggests that gender, age, parent’s employment, academic achievement, living situation, parental education levels, and engagement with social media collectively influence students’ perspectives on this matter (H1–H8). Secondly, it posits that gender, age, marital status, parenthood, and educational background significantly impact teachers’ viewpoints on school-based disaster risk reduction (H1–H5). Multivariate linear regression was used to explore predictors of students’ and teachers’ insights on school-based disaster risk reduction. Various statistical tests, including Chi-square, t-tests, one-way ANOVA, and Pearson’s correlation, were employed to investigate the influence of demographic and socioeconomic factors on these insights. The results of multivariate regression analyses indicate that age, gender, and marital status emerge as the primary predictors across various facets of students’ and teachers’ insights on school-based disaster risk reduction, including awareness of disasters, disaster education activities, attitudes toward disaster risk reduction education, and enhancement of disaster information accessibility. The findings of this study provide comprehensive insights into the key factors influencing students’ and teachers’ perceptions of disaster risk reduction in schools. This research not only contributes to the academic discourse on disaster education but also serves as a foundational basis for improving educational programs, developing policies and strategies, refining normative educational frameworks, guiding teacher training, and informing further research in disaster education. Full article

Recent unprecedented events worldwide, such as floods in Dubai, recurring heavy rainfall in Santo Domingo, and abrupt temperature changes in the United Kingdom (UK), underscore the tangible impacts of climate change. In response to escalating threats from natural disasters, global communities prioritise resilience and effective disaster management systems. This paper addresses best practices for managing abnormal floods, laying the foundation for the next generation of preparedness and mitigation plans. Focusing on flood risk in Santo Domingo, the study employs the Community Disaster Resilience Framework, conducting a workshop with over 100 stakeholders from government, private, and academic sectors. The assessment spans physical, economic, environmental, and social aspects, revealing common challenges in infrastructure upkeep, public awareness, urban planning, drainage, and economic disparities. The paper proposes technological solutions like predictive maintenance and smart drainage systems, emphasising the potential for implementation. Recognising the importance of community involvement and preparedness, insights from the United Kingdom guide initial steps in strategy development. The conclusions advocate for collaborative efforts among government, academia, and society to navigate the complexities of disaster management and community resilience, ultimately proposing a framework to address these challenges. Further research is suggested in expanding online platforms for disaster risk reduction education in the Caribbean region. Full article