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Purpose: The COVID-19 pandemic has resulted in vital implications for tourism education and curricula, and the education effectiveness in times of crisis ought to be resilient in the light of its preparedness, response and recovery policies and research. Purpose of the study is to analyse the academic practices in tourism education with a specific focus for incorporating the resilient adaptation strategies.

Design/Methodology/Approach: The study is conducted using content analysis of published data along with interviews with heads of the tourism educational institutions.

Findings: Very few universities are offering courses on resilience and disaster management as part of the curriculum in the tourism study programmes.

Originality/Value: The chapter provides strategies on the effective integration of resilient tourism policy and practices as mitigation measures into the tourism education system with a special emphasis on disaster prevention, mitigation and vulnerability reduction at the destinations in the post-COVID-19 scenario.

Participatory action research can improve scientific knowledge and community capacity to address disaster resilience and environmental justice. Evidence from the literature suggests that resident participation enhances assessment of environmental risks, raises awareness and empowers residents to fight for equitable distribution of hazard and climate risk adaptations. Yet, risk assessment and urban planning processes still frequently operate within expertise-driven groups without significant community engagement. Such fragmentation results in part from a lack of appreciation for community expertise in built environment adaptations and educational tools to support resident involvement in the often technical built environment planning processes.

A participatory research and place-based education project was developed that enhanced co-learning between residents and researchers while collecting and analyzing local data on flood resilience in the built environment. Five research activities constitute the curriculum of resilience education on stormwater infrastructure: establishment of partnership agreement/memorandum of understanding, participatory GIS to identify flooding issues, water quality testing and health survey, stormwater infrastructure assessment and urban/landscape design. Partners included high school and college students, residents and environmental justice organizations.

Outcomes include a stakeholder-approved infrastructure assessment smartphone application, neighborhood maps of drainage issues, a report of water containments and neighborhood-scaled green infrastructure provisions and growth plans. Findings indicate that participatory research positively contributed to resilience knowledge of participants.

This paper outlines an interdisciplinary pedagogical strategy for resilience planning that engages residents to assess and monitor the performance of stormwater infrastructure and create resilience plans. The paper also discusses challenges and opportunities for similar participatory projects.

The purpose of this paper is to provide a review of an Australian health promoting schools (HPS) project to identify key features of the concept of resilience and how it can be used in a school setting to develop and strengthen protective factors in young people, as a mechanism for improving social functioning and reducing involvement in risk behaviours.

Methods used in the “Resilient Children and Communities” project are described. Then a revue of the academic literature published on theoretical and empirical findings from the “Resilient Children and Communities” project is presented.

The papers reviewed indicate there is a developing body of evidence to show that the “HPS” is an efficient and effective approach to building resilience amongst school children. Underpinned by Bronfenbrenner's broad ecological framework, benefits have been derived not only for students, but for the whole school community. Such benefits include not only building self-esteem and self-efficacy, peer relationships and relationships between students, teachers and parents, but also school connectedness and feelings of belonging.

The findings from this project provide a strong evidence base identifying the central role of “resilience” in the school culture. This role is cross-cultural and transnational and evidence that resilience can strengthen protective factors has clear implications for the African context, where communicable diseases and neglected tropical diseases pose intractable problems, typically in resource restricted environments.

These findings provide insight into the central role of the school setting in building resilience. Resilience, in turn, can help students survive and thrive under challenging and adverse conditions.

In this chapter the authors portray the situation of the Roma population in Portugal as a changing picture. They present a description of the social situation and living conditions of the Roma people of Portugal through the systematisation of the main results obtained from research conducted recently as part of the ‘Strategy for the integration of Roma communities 2013–2020’ and give a detailed analysis of the educational dimension in various levels of education, highlighting a public policy created in 2016, the Operational Program for the Promotion of Education. This programme, inspired by a civil society project and converted into a public policy due to its innovative character, supports Roma students in higher education and is funded by the Office of the High Commissioner for Migration. The authors describe the Roma Communities in Portugal with special regard to their social situation, their culture and language. Then the authors present an analysis about the educational attainment of the Roma in Portugal and the most important policies and support programmes for Roma education, which are considered as the key to the social integration of Roma communities. Finally, they describe some successful programmes: the OPRE, RESCUR and Dreams Teens Programs.

The purpose of this paper is to present the development of a resilience curriculum in early years and primary schools to enhance social inclusion, equity and social justice amongst European communities, particularly amongst disadvantaged and vulnerable ones, through quality education. It defines educational resilience in terms of academic, social and emotional growth in the face of life challenges; discusses the conceptual framework and key principles underpinning the curriculum; and presents the six major content areas of the curriculum. Finally, it presents the preliminary findings of a pilot project on the implementation of the curriculum in more than 200 classrooms in about 80 early and primary schools in six European countries.

The curriculum was first drafted collaboratively amongst the six partners on the basis of the existing literature in the promotion of resilience in early years and primary schools, with a particular focus to European realities. Once it was internally reviewed, it was piloted in 200 early years and primary school classrooms in six European countries, with each of the six partners implementing one theme. Data collection included teacher reflective diaries, classroom checklists, semi-structured interviews with teachers and focus groups with students.

The preliminary results from the pilot evaluation of the curriculum in 199 classrooms totalling 1,935 students across six countries indicate that both the teachers and the learners overwhelmingly found the curriculum highly enjoyable, useful, relevant and easy to use. They looked forward to the possibility of having the programme on a full-time basis as part of the general curriculum in the future. The teachers reported a positive moderate change in learners’ behaviour related to the theme implemented and argued that for the implementation to be effective, it needs to take place throughout the whole year. A number of modifications have been on the basis of the teachers’ and learners’ feedback.

This is the first resilience curriculum for early years and primary schools in Europe. While it seeks to address the needs of vulnerable children such as Roma children, immigrant and refugee children and children with individual educational needs, it does so within an assets-based, developmental, inclusive and culturally responsive approach, thus avoiding potential labelling and stigmatising, while promoting positive development and growth. It puts the onus on the classroom teacher, in collaboration with parents and other stakeholders, in implementing the curriculum in the classroom.

Resilience development during university can increase the likelihood of positive employment outcomes for project management graduates in what is known as a stressful profession where the prevalence of project failure, job insecurity, and burnout is high. However, a focus on student resilience in project management education is scarce. The purpose of this paper is to address this gap by establishing a baseline profile of resilience for project management students, identifying priority areas of resilience development and exploring the relationship between resilience and well-being.

In total, 292 Australian students undertaking project management studies completed a survey comprising of the Resilience at University scale, the Short Warwick–Edinburgh Mental Well-being Scale and an item assessing sleep adequacy.

A resilience profile for undergraduate, postgraduate, male and female project management students was calculated. The resilience profile identified differences according to gender, and between undergraduate and postgraduate students. Mental well-being and adequate sleep were found to be significantly related to resilience.

Findings support the call for a greater emphasis on resilience development in the project management curriculum for undergraduates and postgraduates. One priority area likely to facilitate resilience is the ability to maintain perspective. As well as supporting academic achievement, it will assist graduates to navigate through complex, uncertain and challenging project environments.

This is the first known study of resilience for students undertaking project management studies in higher education.

The purpose of this paper is to understand the need and resources firefighters have to deal with death and dying (D&D) that they encounter whilst on duty and to present a curriculum to support D&D issues for firefighters.

A qualitative methodology involving focus groups was conducted in two fire stations in Spain. The sample was 38 male participants with a mean age of 46 y/o (range: 30-59 years) and an average tenure of employment of 18 years (range: 6-35 years). Data were subjected to a thematic analysis. Dual coding of the transcripts in addition to member checking enhanced analysis.

Nine themes emerged: witnessing D&D during rescue operations; memories about D&D and trauma; impact on firefighter’s families; decision-making process under stress; teamwork: protective and self-support; inadequate D&D preparation and training; adequate technical and physical training preparation; relationship between equipment, legal-moral obligation, and victims’ outcomes; communication issues: toward the victim and/or their relatives. These themes were subsequently framed into three basic domains: personal impact of D&D, team impact of D&D, and victim impact. Each domain, in its turn, is covered by three curriculum topics. The curriculum’s pedagogy is primarily based on experimental-reflective activities during 16 study-hours.

The absence of female participants. All fire stations were in cities with no more than 150,000 inhabitants.

Individuals who take this curriculum will: increase their ability for self-care and resilience; improve teamwork, leadership skills, and to decrease burnout; provide more effective care for victims; provide skills to cope with compassion fatigue; reduced the levels of post-traumatic stress disorders.

Understanding firefighters’ needs with relation to D&D, and assessing the resources available to mitigate these issues will provide a comprehensive approach to their education and promote health both personally and professionally. A comparable curriculum or proposal has not been previously identified.

This chapter discusses the findings of a study at a public university in Malaysia, which reflect the country’s evolving situation regarding sustainability education. The study aimed to explore the knowledge of and attitudes to sustainability of the academic staff at the university, and the pedagogical approaches they used in curricula. Through a mixed method approach, primary data were collected through an online quantitative survey containing 90 statements related to Education for Sustainable Development Goals, knowledge, attitudes, pedagogical techniques, and learning objectives. Following the survey, a focus group discussion was conducted involving several academic staff from the university to explore their perspectives on current sustainability teaching practices and to identify emerging issues. Findings revealed that there were generally positive levels of understandings and attitudes among the academic staff toward education on sustainability development (ESD). Furthermore, the staff agreed highly with ESD learning objectives, and various pedagogical approaches were in use. These are important findings as the levels of awareness and attitudes among academics play a key role in shaping successful implementation of a range of pedagogical techniques for ESD goals. As well as the challenges identified in the study, the chapter puts forward useful insights and key aspects to enhance ESD practices at all levels in the country. Options for policy and practice to move beyond sustainable development as a goal or aspiration for teaching and learning to a practical and pedagogical reality of ESD practices in Malaysian higher education institutions are also discussed.

Community-based disaster management and access to social resilience during disasters are fundamentally based on the concept of participation of all social groups. Up to now, no comprehensive study has been done regarding adolescents’ roles and experiences in all stages of disaster management, and discussions existing in the domain of adolescents’ engagement in disaster risk management are usually restricted to children’s participation. Thus, this study aims to extract the effective components and factors in disaster education to improve adolescents’ resilience to disasters.

This systematic review was done through English databases and three Persian databases between August 18, 2001, and August 31, 2021. The articles were searched based on the PRISMA checklist using four key dimensions of “resilience,” “disasters,” “adolescents” and “education.” Finally, the effective components and factors in disaster education for improving adolescents’ resilience during disasters were extracted.

Totally, 29,856 articles were extracted through the systematic review. After studying the titles, abstracts and contents of the extracted articles, 17 were selected for the final analysis. Among these articles, 3, 12 and 2 had qualitative, quantitative and mixed research designs, respectively. The extracted components were categorized into five major categories including education, community, adolescents, resilience and governing policies and approaches.

Unfortunately, due to sanctions, Shiraz University of Medical Sciences did not have access to the Embase database, and consequently, this database could not be used.

The results of this systematic review presented an overall view of the effective components of adolescents’ disaster resilience education. The formation of thoughts developed feelings, and social knowledge in this age group provides a wide range of opportunities for social empowerment and intergenerational knowledge transfer.

This chapter describes the effort of the author to enhance the global leadership effectiveness of US diplomats through resilience education and workforce training. The rationale for expanding the competency set for global leaders is explained in the diplomatic context, and the extension to other areas of international endeavor is suggested.