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In the current study, the researchers tracked the steps that were taken (in the past 20 years after the occurrence of the 921 earthquake) to enhance the safety of students and teachers on campus by rebuilding the schools according to higher standards. Additionally, the researchers analyzed the process of school reconstruction in Taiwan after the Chi-Chi earthquake, as well as the resilience of the rebuilt schools.

This paper collected extensive relevant literature to serve as a basis for data analysis. Subsequently, they examined the conditions of selected schools before and after they were affected by the earthquake, as well as the reconstruction process of these schools. The purposive sampling method was also adopted to assemble a unique and representative sample.

This study concluded a new disaster risk reduction education system in Taiwan, from safe learning facilities, school disaster management and risk reduction and resilience education perspectives. It encouraged school and community collaboration regarding establishing a comprehensive disaster management framework.

The paper kept tracks of how schools recovered and restored after the 921 earthquake based on global disaster management trends and local disaster risk reduction education. It also highlighted the major changes within the school resilience system and the importance of disaster risk reduction education in Taiwan.

This chapter summarizes the growing theoretical and empirical literature on the role of education in disaster risk reduction with a focus on Southeast Asia. Education and learning can take place in different environments in more or less formalized ways. They can influence disaster vulnerability in direct and indirect ways. Directly, through education and learning, individuals acquire knowledge, abilities, skills and perceptions that allow them to effectively prepare for and cope with the consequences of disaster shocks. Indirectly, education gives individuals and households access to material, informational and social resources which can help reduce disaster vulnerability. This chapter highlights central concepts and terminologies and discusses the different theoretical mechanisms through which education can support disaster risk reduction. Supportive empirical evidence is presented and discussed with a particular focus on the role of inclusiveness in education and challenges in achieving universal access to high-quality education. Based on a situation analysis and best practice cases, policy implications are derived that can inform the design and implementation of education and learning-based disaster risk reduction efforts in the region.

The importance of education in disaster risk reduction has been emphasized in several international agendas, frameworks, conferences, as well as UN programs. Chapter 36 of Agenda 21, on “Promoting Education, Public Awareness and Training” stated, “Education, including formal education, public awareness and training, should be recognized as a process by which human beings and societies can reach their fullest potential” (UNEP, 1992). Furthermore, the UN/ISDR System Thematic Cluster/Platform on Knowledge and Education argued that “Education for disaster risk reduction is an interactive process of mutual learning among people and institutions. It encompasses far more than formal education at schools and universities, and involves the recognition and use of traditional wisdom and local knowledge for protection from natural hazard” (UN/ISDR, 2005). In the 2006 Review of the Role of Education and Knowledge in Disaster Risk Reduction, Professor Ben Wisner commented, “Education, knowledge and awareness are critical to building the ability to reduce losses from natural hazards, as well as the capacity to respond to and recover effectively from extreme natural events when they do, inevitably, occur” (Wisner, 2006). The Second Asian Ministerial Conference on Disaster Risk Reduction (2007, India) urged governments to make school safety and the integration of disaster risk reduction into school curricula a priority on the national agenda (UN/ISDR, 2007a). The Third Asian Ministerial Conference on Disaster Risk Reduction (2008, Malaysia) recognized education as an essential contribution to effective implementation of disaster risk reduction and concrete impact in terms of shifts in behaviors at the local level, where communities are most vulnerable to disasters (UN/ISDR, 2008). Last but not least, the UNESCO Education for Sustainable Development (ESD) program emphasized that “Education is the primary agent of transformation toward sustainable development, increasing people's capacities to transform their visions for society into reality” (UNESCO, 2005a).

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.

Disaster education is considered as a newly emerging area of research and practice, which promotes community-based educational approaches for building resilience. Given the atypical nature of these disturbances, people and communities need to develop the knowledge required to anticipate and understand what they could have to contend with and proactively develop strategies that can minimize their risk and afford ways to cope with and adapt to adverse situations in an effective manner. The purpose of this paper is to suggest that informal education resulting from daily activities related to work, family life, or leisure can be harnessed to develop disaster resilience within community settings.

This conceptual paper provides the discussion and synthesis of literature covering community resilience, disaster risk reduction (DRR) and informal education. In doing so, this study proposes a conceptual framework and implementation strategies for harnessing informal education in building community resilience.

To harness informal disaster education for community resilience, the authors suggest a conceptual framework and four implementation strategies with the corresponding implications: cultivate social environment for conversations, discussions, reflections and learning; design social activities for promoting and encouraging informal learning; appropriate interventions by informal educators in social activities; and transparent resources and channels for information and social supports. A compilation of a number of community-based DRR practices involving civil society organizations has been incorporated in the proposed framework for exemplifying informal disaster education for community resilience.

Promoting informal education in community settings is aimed at building community resilience in a collective way, which is especially important in disaster-prone areas. Informal education for community resilience not only educates individuals how to deal with disasters, but also connects individuals together to be more resilient in their ability to cope or bounce back from adverse events in their life.

The pace of urbanization in the developing world is led by Asia. Over the next 25 years, Asia's urban population will grow by around 70% to more than 2.6 billion people. An additional billion people will have urban habitats (ADB, 2006).

The “Hyogo Framework for Action 2005–2015: Building the Resilience of Nations and communities to disasters” (HFA) was adopted at the UN World Conference on Disaster Reduction (January 2005, Kobe, Japan). The HFA specifies that disaster risk is compounded by increasing vulnerabilities related to various elements including unplanned urbanization. Across the HFA, important elements on urban risk reduction are mentioned as one of crucial areas of work to implement the HFA. In particular incorporating disaster risk reduction into urban planning is specified to reduce the underlying risk factors (Priority 4).

Disaster risk reduction is prominent in the international policy agenda, and the year 2015 brought together three international policy frameworks that contribute to disaster risk reduction (i.e. the Sendai framework for disaster risk reduction, the Sustainable Development Goals and Paris Climate Change Agreement – COP21). However, there is a dearth of effort at identifying and aligning the specific educational needs of built environment professionals with the three policy frameworks. This is needed to facilitate the incorporation of the contents of the policy frameworks into built environment professionals’ training. Therefore, this study aims to map the educational needs of built environment professionals with the core areas of the three international policy frameworks.

This study utilized CADRE (Collaborative Action towards Disaster Resilience Education) research project outcomes alongside the earlier mentioned three international policy frameworks. A comprehensive desk review was done to map the educational needs identified in the CADRE project with the core priority areas of the three policy frameworks.

The study revealed the educational needs that are significant towards an effective implementation of the core priority areas of the three international policy frameworks.

This study would be beneficial to the built environment professionals involved in disaster risk reduction. They will be aware of the specific knowledge areas that would aid the successful implementation of the aforementioned three international policy frameworks.

The outcomes of the study would be beneficial to higher education providers in disaster risk reduction and sustainable development. It has identified the knowledge and competency gaps needed to be bridged in the curricula to meet the demands created by the international policy frameworks.

Although the Sendai Framework for Disaster Risk Reduction 2015–2030 explicitly recognizes the need for psychosocial support and mental health services, the focus of this and many disaster risk reduction and management (DRRM) plans lies in the response, recovery, and rehabilitation phases. Less attention has been given to how mental health aspects affect the predisaster phase. This chapter explores the less understood concept of “resistance” in the perspectives model of disaster mental health, which is related to DRRM themes of “prevention and mitigation” and “preparedness” interventions. Four strategies are identified by which DRRM interventions can contribute to psychosocial support and mental health: increasing stress resistance, fostering cohesion and social support, fostering positive cognition, and building self-efficacy and hardiness. We review the cases of the Philippines, Indonesia, Myanmar, and Thailand and report existing socio-political DRRM initiatives for prevention, mitigation, and preparedness that can potentially enhance resistance as a predisaster intervention. Beyond medical services or clinical mental health interventions for select populations, DRRM interventions can benefit the general public. Despite natural intersections, there remains a need for deliberate and targeted initiatives that explore how vertical pyschosocial care programs can be created to straddle both DRRM and health sectors in practice.

Conceptually, reducing the risk of disasters is closely associated with adaptation processes. A fairly conventional approach to disaster risk reduction (DRR) characterizes preparation as part of a continuous cycle of activities that move from disaster events through recovery (damage limitation) and risk reduction (preparation) phases until the next event occurs (Moench, 2007). Moench argues that climate change is increasingly recognized as among the greatest challenges human society will face over the coming century. While it will affect everything from basic ecosystem processes to the spread of disease, some of the greatest impacts are anticipated to occur due to increase in the frequency and intensity of extreme climate events, such as storm, floods, and droughts. Therefore, many of the elements identified in the cycle – strengthening of resilience, land-use planning, insurance, and the development of early warning information – should reduce vulnerability to the next event and thus, assist regions in “adapting” to the types of events that can cause disaster. However, the frequent occurrence as well as the increase in the intensity of the hydrometeorological hazards does not imply on enhanced perception and awareness of the people for preparedness, as experience is not the prime factor to it (Shaw, Shiwaku, & Kobayashi, 2004). In this sense, climate change related disaster management and risk reduction plans should be prepared targeting the concerned target population. A combination of clear and accurate warning messages with high level of preparation with an effort of self-reliance during the crisis time needs to be looked into (SEEDS, 2008).

Educational initiatives can provide the crucial foundation for capacity-building of stakeholders in the field of disaster risk management and disaster resilience. The purpose of this paper is to scope current initiatives to deliver disaster risk and resilience education (DRRE) in higher education institutions (HEIs) in Asia and explore factors that serve as barriers or as opportunities for promoting DRRE.

This study implemented mixed methods – scoping of existing programs of Asian universities, an online survey and a small-group workshop of Asian HEI representatives – and explored both the development and implementation phases of degree programs and coursework and other educational initiatives. Primarily involved were country partners of the Erasmus + CABARET network (CApacity-Building in Asia for Resilience EducaTion).

Results reflect that most of the existing formal degree programs are at the graduate level though a wide range of courses and research opportunities exist for both the undergraduate and graduate levels. Findings underscore the importance of institutional support from university leaders as a key factor for overcoming barriers, given the resources and logistics needed by DRRE as an interdisciplinary and multi-sectoral endeavor. Universities who participated in the small-group workshop gave mixed feedback on the level of adequacy of the potential drivers for DRRE, which indicates the need to level off capacities and expertise in the region.

This study provides a baseline assessment of DRRE currently lacking for the region, with recommendations for how to further build capacities of Asian HEIs.