Disaster and Risk Perception in the Curricula of the Türkiye Century Education Model

Öz

This study examines how disaster and risk perception is structured across subjects and grade levels in the Türkiye Century Education Model (TCEM) curricula in terms of learning outcomes, content, and teaching–learning processes. The study employed qualitative document analysis. Data sources included the TCEM curricula published by the Ministry of National Education in 2024, the strategic plan of the Disaster and Emergency Management Authority (AFAD), and related institutional documents. The curriculum texts were systematically examined in relation to disaster, risk, hazard, emergency, and safety, as well as disaster types including earthquakes, floods, fires, landslides, avalanches, epidemics, and CBRN. The data were coded according to a predetermined analytical framework and analyzed thematically. Findings indicate that disaster and risk themes progress in a spiral structure across educational levels. Primary education emphasizes protection and safety behaviors; middle school focuses on the distinction between natural events and disasters and cause-and-effect relationships; and high school highlights risk management, planning, and evidence-based decision-making. The findings suggest systematically integrating local risk maps, practice-based learning activities, and digital verification skills into curricula while strengthening interdisciplinary coherence and practice-oriented instructional designs.

Anahtar Kelimeler

• Curriculum
• Disaster
• Disaster perception
• Risk Perception
• Türkiye Century Education Model

Türkiye Yüzyılı Maarif Modeli Öğretim Programlarında Afet ve Risk Algısı

Öz

Bu çalışma, Türkiye Yüzyılı Maarif Modeli (TYMM) öğretim programlarında afet ve risk algısının ders ve sınıf düzeylerine göre kazanım, içerik ve öğrenme-öğretme süreci bileşenlerinde nasıl yapılandırıldığını incelemektedir. Araştırma, nitel doküman analizi yöntemi kullanılarak yürütülmüştür. Veri kaynağını Millî Eğitim Bakanlığı tarafından 2024 yılında yayımlanan TYMM öğretim programları ile araştırma amacı doğrultusunda yararlanılan Afet ve Acil Durum Yönetimi Başkanlığı (AFAD) stratejik planı ve ilgili kurumsal dokümanlar oluşturmaktadır. Dokümanlar, araştırma kapsamında belirlenen dâhil etme ölçütleri doğrultusunda seçilmiş; program metinleri afet, risk, tehlike, acil durum ve güvenlik kavramları ile deprem, sel, yangın, heyelan, çığ, salgın ve KBRN gibi afet türleri bakımından sistematik olarak incelenmiştir. Elde edilen veriler, önceden belirlenen analiz çerçevesi doğrultusunda kodlanmış ve tematik olarak çözümlenmiştir. Bulgular, afet ve risk temalarının eğitim kademeleri boyunca sarmal bir yapı içerisinde ilerlediğini göstermektedir. İlkokul düzeyinde korunma ve güvenlik davranışları ön plana çıkarken, ortaokulda doğa olayı ile afet ayrımı ve neden-sonuç ilişkileri, lise düzeyinde ise risk yönetimi, planlama ve kanıta dayalı karar verme becerileri öne çıkmaktadır. Araştırma sonuçları, afet okuryazarlığının güçlendirilmesi amacıyla yerel risk haritaları, uygulama temelli öğrenme etkinlikleri ve dijital doğrulama becerilerinin öğretim programlarında daha sistematik biçimde yapılandırılması gerektiğini göstermektedir. Bu doğrultuda disiplinler arası bütünlüğün ve uygulamaya dönük öğretim tasarımlarının güçlendirilmesi önerilmektedir.

Anahtar Kelimeler

• Afet
• Afet Algısı
• Öğretim Programı
• Risk Algısı
• Türkiye Yüzyılı Maarif Modeli

Kaynakça

1. Afet ve Acil Durum Yönetimi Başkanlığı [AFAD]. (2023). 2023 Kahramanmaraş ve Hatay depremleri raporu. T.C. İçişleri Bakanlığı. https://www.afad.gov.tr/raporlar
2. Afet ve Acil Durum Yönetimi Başkanlığı [AFAD]. (2024). Stratejik plan ve kurumsal dokümanlar. https://www.afad.gov.tr/
3. Ağca, M. E. (2024). A study of disinformation on social media during disasters: The case of the dam burst. Contemporary Issues of Communication, 3(1), 41–50. https://doi.org/10.5281/zenodo.10778108
4. Aljalabneh, A. A. (2024). Visual media literacy: Educational strategies to combat image and video disinformation on social media. Frontiers in Communication, 9, 1490798. https://doi.org/10.3389/fcomm.2024.1490798
5. Antofie, T.-E., Salvi, A., Sibilia, A., Salari, S., Rodomonti, D., Eklund, G., Zucca, N., ve Corbane, C. (2023). Evidence for disaster risk management from the risk data hub (JRC136527). Publications Office of the European Union. https://doi.org/10.2760/154930
6. Asian Development Bank. (2024). Disaster risk management action plan 2024–2030. Asian Development Bank.
7. Austin, L., Fisher Liu, B., ve Jin, Y. (2012). How audiences seek out crisis information: Exploring the social-mediated crisis communication model. Journal of Applied Communication Research, 40(2), 188–207. https://doi.org/10.1080/00909882.2012.654498
8. Bilgili, B., ve Bolat, Y. (2023). Üniversite öğrencilerinin eğitime ilişkin algılarının deprem sonrası değişimi: Fenomenolojik bir araştırma. Korkut Ata Türkiyat Araştırmaları Dergisi, (13), 1385–1406.

9. Bolat, Y. (2017). Eğitim programı okuryazarlığı kavramı ve eğitim programı okuryazarlığı ölçeği. Turkish Studies, 12(18), 121–138. http://dx.doi.org/10.7827/TurkishStudies
10. Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
11. Erokhin, D., ve Komendantova, N. (2024). Social media data for disaster risk management and research. International Journal of Disaster Risk Reduction, 114, 104980. https://doi.org/10.1016/j.ijdrr.2024.104980
12. Global Alliance for Disaster Risk Reduction and Resilience in the Education Sector [GADRRRES]. (2022). Comprehensive school safety framework 2022–2030. Global Alliance for Disaster Risk Reduction and Resilience in the Education Sector. https://gadrrres.net/files/cssf_2022-2030_en.pdf
13. Gökmenoğlu, T., Yavuz, İ., ve Sensin, C. (2023). Exploring the interplay between curriculum and textbooks in disaster risk reduction education: Insights and implications. International Journal of Disaster Risk Reduction, 96, 103949. https://doi.org/10.1016/j.ijdrr.2023.103949
14. Goswami, T., ve Ahmad, A. (2025). A systematic review of school-based disaster risk reduction strategies in India. Evaluation and Program Planning, 112, 102646. https://doi.org/10.1016/j.evalprogplan.2025.102646
15. Hilberts, S., Govers, M., Petelos, E., ve Evers, S. (2025). The impact of misinformation on social media in the context of natural disasters: Narrative review. JMIR Infodemiology, 5, e70413. https://doi.org/10.2196/70413
16. Johnson, V. A., Ronan, K. R., Johnston, D. M., ve Peace, R. (2014). Evaluations of disaster education programs for children: A methodological review. International Journal of Disaster Risk Reduction, 9, 107–123.
17. Kasperson, R. E., Renn, O., Slovic, P., Brown, H. S., Emel, J., Goble, R., Kasperson, J. X., ve Ratick, S. (1988). The social amplification of risk: A conceptual framework. Risk Analysis, 8(2), 177–187.
18. Kitagawa, K. (2021). Conceptualising disaster education. Education Sciences, 11(5), 233. https://doi.org/10.3390/educsci11050233
19. Komendantova, N., Zobeidi, T., ve Yazdanpanah, M. (2025). Analyzing the use of fact-checking tools in disaster-risk reduction in Europe through the lens of the heuristic-systematic model. Scientific Reports, 15, 19121. https://doi.org/10.1038/s41598-025-03099-0
20. Krippendorff, K. (2018). Content analysis: An introduction to its methodology (4th ed.). SAGE.
21. Kryvasheyeu, Y., Chen, H., Obradovich, N., Moro, E., Van Hentenryck, P., Fowler, J., ve Cebrian, M. (2016). Rapid assessment of disaster damage using social media activity. Science Advances, 2(3), e1500779. https://doi.org/10.1126/sciadv.1500779
22. Landis, J. R., ve Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174.
23. Lombard, M., Snyder-Duch, J., ve Bracken, C. C. (2002). Content analysis in mass communication: Assessment and reporting of intercoder reliability. Human Communication Research, 28(4), 587–604. https://doi.org/10.1111/j.1468-2958.2002.tb00826.x
24. Marzban, A., Dowlati, M., Moslehi, S., ve Marzaleh, M. A. (2026). Role of schools in disaster risk management: A systematic review. BMC Emergency Medicine, 26, 23. https://doi.org/10.1186/s12873-025-01453-z
25. Méndez-Muros, S., Alonso-González, M., ve Pérez-Curiel, C. (2024). Disinformation and fact-checking in the face of natural disasters: A case study on Turkey–Syria earthquakes. Societies, 14(4), 43. https://doi.org/10.3390/soc14040043
26. Millî Eğitim Bakanlığı [MEB]. (2024). Ortaöğretim öğretim programları (ders listesi). https://tymm.meb.gov.tr/ogretim-programlari/ortaöğretim
27. Mutanda, G. W., ve Ngcamu, B. S. (2026). Disaster risk reduction in schools: A systematic review of the implementation strategies and challenges. Frontiers in Sustainability, 7, 1795059.
28. Nowell, L. S., Norris, J. M., White, D. E., ve Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16, 1–13. https://doi.org/10.1177/1609406917733847
29. Organisation for Economic Co-operation and Development [OECD]. (2020). PISA 2021 Creative Thinking Framework. OECD Publishing.
30. Peek, L. (2008). Children and disasters: Understanding vulnerability, developing capacities, and promoting resilience. Children, Youth and Environments, 18(1), 1–29.
31. Petal, M., Ronan, K., Ovington, G., ve Tofa, M. (2020). Child-centred risk reduction and school safety: An evidence-based practice framework and roadmap. International Journal of Disaster Risk Reduction, 47, 101633. https://doi.org/10.1016/j.ijdrr.2020.101633
32. Rizal, E., Winoto, Y., Sugito, T., Nugroho, C., ve Septian, F. I. (2025). Disaster communication in the digital age: A community-based case study of media, education, and local knowledge in Pangandaran, Indonesia. Frontiers in Communication, 10, 1632436. https://doi.org/10.3389/fcomm.2025.1632436
33. Rogers, R. W. (1975). A protection motivation theory of fear appeals and attitude change. The Journal of Psychology, 91(1), 93–114.
34. Ronan, K. R., ve Johnston, D. M. (2005). Promoting community resilience in disasters: The role for schools, youth, and families. Springer. https://doi.org/10.1007/b102725
35. Sağır, M., ve Güzelgörür, F. (2024). Depremin neden olduğu kaosun yönetimine ilişkin okul yönetici görüşlerinin incelenmesi. Asya Studies, 8(28), 1–14. https://doi.org/10.31455/asya.1401103 Schmidt, W. H., Wang, H. C., ve McKnight, C. C. (2005). Curriculum coherence: An examination of US mathematics and science content standards from an international perspective. Journal of Curriculum Studies, 37(5), 525–559. https://doi.org/10.1080/0022027042000294682
36. Seddighi, H., Sajjadi, H., Yousefzadeh, S., López López, M., Vameghi, M., Rafiey, H., ve Khankeh, H. R. (2022). School-based education programs for preparing children for natural hazards: A systematic review. Disaster Medicine and Public Health Preparedness, 16(3), 1229–1241. https://doi.org/10.1017/dmp.2020.479
37. Selby, D., ve Kagawa, F. (2012). Disaster risk reduction in school curricula: Case studies from thirty countries. UNESCO/UNICEF.
38. Shaw, R., Shiwaku, K., Kobayashi, H., ve Kobayashi, M. (2011). Linking experience, education, perception and earthquake preparedness. Disaster Prevention and Management, 13(1), 39–49.
39. Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75. https://doi.org/10.3233/EFI-2004-22201
40. Siegrist, M., ve Bearth, A. (2021). Worldviews, trust, and risk perceptions shape public acceptance of COVID-19 public health measures. Proceedings of the National Academy of Sciences, 118(24), e2100411118.
41. Slovic, P. (1987). Perception of risk. Science, 236(4799), 280–285.
42. Sun, H., Song, F., Ai, X., ve Duan, Y. (2024). Content analysis of disaster risk reduction in secondary school geography textbooks in China and the United States: Promoting disaster resilience through geography education. Sustainability, 16(21), 9321. https://doi.org/10.3390/su16219321
43. Tupper, J., ve Karacaoğlu, Ö. C. (2025). Access to information and social solidarity in the 2023 Turkey earthquake: Disaster education as citizenship education. Humanities and Social Sciences Communications, 12, Article 4707. https://doi.org/10.1057/s41599-025-04707-0
44. Tyas, R. A., Wilujeng, I., Rosana, D., Kuswanto, H., ve Purwasih, D. (2025). A review of disaster risk reduction education implementation: Integration, trends, and trajectories. Social Sciences & Humanities Open, 12, 102015. https://doi.org/10.1016/j.ssaho.2025.102015
45. United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2014). Towards a learning culture of safety and resilience: Technical guidance for integrating disaster risk reduction in the school curriculum. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000229336
46. United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2023a). Learning at risk: The impact of climate displacement on the right to education: Global report. UNESCO.
47. United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2023b). Global Education Monitoring Report 2023: Technology in Education – A Tool on Whose Terms? UNESCO.
48. United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2024). Global Education Monitoring Report 2024. UNESCO.
49. United Nations International Children's Emergency Fund [UNICEF]. (2019). Risk-informed education programming for resilience: Guidance note. UNICEF. https://www.unicef.org/media/65436/file/Riskinformed%20education%20programming%20for%20resilience%3A%20Guidance%20note.pdf
50. United Nations Office for Disaster Risk Reduction [UNDRR]. (2015). Sendai framework for disaster risk reduction 2015–2030. United Nations Office for Disaster Risk Reduction. https://www.undrr.org/publication/sendai-framework-disaster-risk-reduction-2015-2030
51. United Nations Office for Disaster Risk Reduction [UNDRR]. (2023). GAR special report 2023: Mapping resilience for the sustainable development goals. United Nations Office for Disaster Risk Reduction.
52. White, C. J., Adnan, M. S. G., Arosio, M., Buller, S., Cha, Y., Ciurean, R., Crummy, J. M., Duncan, M., Gill, J., Kennedy, C., Nobile, E., Smale, L., ve Ward, P. J. (2025). Review article: Towards multi-hazard and multi-risk indicators – A review and recommendations for development and implementation. Natural Hazards and Earth System Sciences, 25, 4263–4281. https://doi.org/10.5194/nhess-25-4263-2025
53. World Health Organization [WHO]. (2022). Advancing infodemic management in risk communication and community engagement in the WHO European Region: Implementation guidance. WHO/Europe.
54. World Health Organization [WHO]. (2024). Risk communication, community engagement and infodemic management in the WHO European Region: Investing in preparedness, response and resilience to protect people from health emergencies. WHO/Europe.