Disaster education in disaster-prone schools: a systematic review

Abstract

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