Natural Disaster Literacy Training for Preschool Teachers

Abstract

Turkey is in a region where natural disasters (e.g., earthquakes, floods, and landslides) occur frequently due to its geographical location. These disasters cause significant loss of life and property and deeply affect the socioeconomic structure of society. To cope with the destructive effects of disasters and enhance society's resilience against them, disaster education and disaster literacy should be emphasized. The aim of this study is to examine the effect of natural disaster literacy training on preschool teachers' natural disaster literacy levels. The study was conducted with fifty preschool teachers using a quasi-experimental design. Five different tests were used as data collection tools. 50 teachers were selected using the criterion samples method. Teachers participated in a 42-hour natural disaster literacy training program, lasting six hours a day for seven days. A pre-test and a post-test were administered before and after the training. The data were analyzed using the SPSS-25 program. Based on the findings, natural disaster literacy training significantly increased teachers' natural disaster literacy levels, preparedness beliefs, disaster awareness perceptions, and disaster literacy knowledge levels. These results show that natural disaster literacy training is effective in making preschool teachers more prepared and conscious against disasters.

Keywords

• natural disaster
• disaster literacy
• preschool teachers
• disaster education
• disaster awareness

References

1. Acar, T. (2023). Sınıf Öğretmenlerinin Afet Bilinci Algısı Üzerine Bir İncelenme: İstanbul-Arnavutköy Örneği. Social Sciences Studies Journal (SSSJournal), 9(109), 6247-6255. http://dx.doi.org/10.29228/sssj.68827
2. Akgül, R. (2023). Children After Earthquake: Maraş Earthquake in Türkiye. International Journal of Social Inquiry 16(2), ), 511 – 522. https://doi.org/10.37093/ijsi.1329747
3. Aydos, E. H., Yağan, S., & Alabay, E. (2025). Have the Best Interests of the Child Been Ensured in a Natural Disaster? The Case of the February 6, 2023 Earthquake in Turkey. Child Indicators Research. https://doi.org/10.1007/s12187-025-10248-4
4. Temeltürk, R.D., Cikili-Uytun, M., Yürümez, E., Zengin, N.D., Buyukkal, U. & Oztop, D.B. (2024). Psychological impact of disaster and migration on preschool children: A study following the 2023 Turkey earthquakes. Journal of Child and Adolescent Psychiatry, 15(2), 123-130. https://doi.org/10.1017/gmh.2025.13
5. Cömertoğlu Arslan, B. (2024). Psychiatric evaluations of children and adolescents after the 2023 Turkey earthquakes. Turkish Journal of Psychiatry, 35(1), 67-75.
6. Gül, M. K., Özmen, S., & Demirci, E. (2023). After the 2023 earthquake in Turkiye: an assessment of post-earthquake psychological resilience in children and adolescents-a systematic review. Journal of Clinical Practice and Research, 45(6), 539. https://dx.doi.org/10.14744/cpr.2023.14633
7. Akman, A., & Yıldırım, S. (2022). Okul öncesi öğrencilerinde afet yönetimine dair bir gözlem: Iğdır’da bir ilkokul örneği. Anasay, (21), 341-355. https://doi.org/10.33404/anasay.1156639
8. Becker, E. J., & Cormier, L. A. (2015). Disaster preparedness as a social process: Influencing household and community action. Natural Hazards Review, 16(2), 06014003. https://doi.org/10.1061/(ASCE)NH.1527-6996.0000140

9. Becker, J. S., Paton, D., Johnston, D. M., & Ronan, K. R. (2013). Salient beliefs about earthquake hazards and household preparedness. Risk Analysis, 33(9), 1710-1727. https://doi.org/10.1111/risa.12014
10. Bequette, J. W., & Bequette, M. B. (2012). A place for art and design education in the STEM conversation. Art Education, 65(2), 40-47. https://doi.org/10.1080/00043125.2012.11519167
11. Bourn, D., & Brown, K. (2011). Global dimensions in secondary schools. Routledge.
12. Brock, J., Givens, M., & Seeger, M. (2020). Disaster education and resilience: Toward a theoretical model. Journal of Contingencies and Crisis Management, 28(3), 201-212. https://doi.org/10.1111/1468-5973.12295
13. Bulu, D. (2023). Sınıf öğretmenlerinin afet bilinci algı düzeylerinin belirlenmesi (Master's thesis, Bartın Üniversitesi, Eğitim Bilimleri Enstitüsü).
14. Bulut, A. (2023). Bireylerin Afet Okuryazarlığı Düzeylerini Etkileyen Faktörlerin Sıralı Lojistik Regresyon Analizi ile İncelenmesi. Afet ve Risk Dergisi, 6(3), 691-709. https://doi.org/10.35341/afet.1297045
15. Burde, D., Kapit, A., Wahl, R. L., Guven, O., & Skarpeteig, M. I. (2017). Education in emergencies: A review of theory and research. Review of Educational Research, 87(3), 619-658. https://doi.org/10.3102/0034654316671594
16. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri. Pegem Akademi.
17. Chan, E. Y. Y. (2012). Disaster education and training in schools: An alternative approach to disaster risk reduction. Journal of Public Health, 34(2), 1-7. https://doi.org/10.1093/pubmed/fds002
18. Cornia, A., Dressel, K., & Pfeil, P. (2016). Risk cultures and dominant approaches towards disasters in seven European countries. Journal of Risk Research, 19(3), 288-304. https://doi.org/10.1080/13669877.2014.961520
19. Cutter, S. L., Boruff, B. J., & Shirley, W. L. (2003). Social vulnerability to environmental hazards. Social Science Quarterly, 84(2), 242–261. https://doi.org/10.1111/1540-6237.8402002
20. Çelik, S. (2020). The effects of climate change on human behaviors. Environment, climate, plant and vegetation growth, 577-589.
21. Çınaroğlu, M., Yılmazer, E., & Sayar, G. H. (2025). Psychological impact of the 2023 Kahramanmaraş earthquakes on non-victims: a cross-sectional study. BMC Public Health, 25, 597. https://doi.org/10.1186/s12889-025-21901-6
22. Demirbilek, Ö., & Gökkaya, E. (2022). Acil Yardım ve Afet Yönetimi Öğrencilerinde Afetlere Hazırlık Durumları ile Psikolojik Sağlamlık Durumlarının İlişkisinin İncelenmesi. Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi, 11(2), 617-624. https://doi.org/10.37989/gumussagbil.1001225
23. Demirdelen, S., & Çakıcı, A. B. (2021). İlkokul/ortaokul öğretmenlerinin doğal afet okuryazarlık düzeyleri: Osmaniye ili örneği. Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi, 10(3), 532-541. https://doi.org/10.37989/gumussagbil.870607
24. Dikmenli, Y., & Yakar, H. (2019). Öğretmen adaylarının afet bilinci algı düzeylerinin incelenmesi. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 386-416. http://dx.doi.org/10.23891/efdyyu.2019.130
25. Dikmenli, Y., Yakar, H., & Konca, A. S. (2018). Development of disaster awareness scale: A validity and reliability study. Review of International Geographical Education Online, 8(2), 206-220. Dufty, N. (2018, November). A new approach to disaster education. In The International Emergency Management Society (TIEMS) Annual Conference, Manila, Philippines (pp. 13-16).
26. Efeoğlu, İ. E., Sezgili, K., & Seğmenoğlu, M. (2021). Afete hazırlık: kontrol odağı ve genel afet hazırlık inanışı ilişkisi üzerine bir araştırma. Türk İdare Dergisi, (493), 109-134.
27. Ertuğrul, B., & Ünal, S. D. (2020). Bir vakıf üniversitesi sağlık hizmetleri meslek yüksekokulunda öğrenim gören öğrencilerin genel afete hazırlıklı olma inanç durumlarının belirlenmesi. Afet ve Risk Dergisi, 3(1), 31-45.
28. FEMA. (2018). Preparedness in America: Research insights to increase individual, organizational, and community action. Washington, D.C.: Federal Emergency Management Agency.
29. Mubarak, A. F., Amiruddin, R., & Gaus, S. (2019). The effectiveness of disaster prevention and mitigation training for the students in disaster prone areas. In IOP Conference Series: Earth and Environmental Science (Vol. 235, No. 1, p. 012055). IOP Publishing. 10.1088/1755-1315/235/1/012055
30. Finn, S., & O’Fallon, L. (2017). The emergence of health literacy in disaster risk reduction. International Journal of Disaster Risk Reduction, 21, 112–117. https://doi.org/10.1016/j.ijdrr.2016.11.014
31. Finnis, K., & Johnston, D. M. (2015). Promoting resilience to hazards through the disaster risk reduction curriculum. International Journal of Disaster Risk Reduction, 12, 182-190. https://doi.org/10.1016/j.ijdrr.2014.12.003
32. Genç, F. Z., Yıldız, S., Kaya, E., & Bilgili, N. (2022). Disaster literacy levels of individuals aged 18–60 years and factors affecting these levels: A web-based cross-sectional study. International Journal of Disaster Risk Reduction, 76, 102991. https://doi.org/10.1016/j.ijdrr.2022.102991
33. Goddard, S. (2017). Disaster preparedness knowledge, beliefs, risk-perceptions, and mitigating factors of disaster preparedness behaviors of undergraduate students at a large midwest university. AT Still University of Health Sciences.
34. Gowing, J. R., Lindquist, D. G., & Panzer, A. M. (2017). The role of education in building disaster resilience. International Journal of Disaster Risk Reduction, 25, 263–272. https://doi.org/10.1016/j.ijdrr.2017.09.006
35. Gökçay, G., & Çevirme, A. (2023). Bireylerin afet hazırlık inançlarının, demografik veriler, umutsuzluk ve kadercilik eğilimleri bağlamında incelenmesi. Journal Of Awareness, 8(4), 449-464.
36. Güngör, M. (2023). Öğretmen Adaylarının Afete Hazırlık ve Zarar Önleme ile İlgili Bilgi Düzeyleri Hakkında Bir Afet Okur Yazarlığı İncelemesi. Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi, 20(3), 770-780. https://doi.org/10.33437/ksusbd.1358517
37. Günşen, G. ve Gök Çolak, F. (2024). Afet Bilincine Yönelik Hazırlanan STEM Projelerinin Okul Öncesi Öğretmen Adaylarının Afet Bilinci Algı Düzeylerine ve STEM Öz-Yeterlikleri Üzerine Olan Etkisinin İncelenmesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (59), 276-300. https://doi.org/10.53444/deubefd.1362916 Hair, JF., Black, WC., Babin, BJ., Anderson, R.E. and Tatham, R.L. (2010), Multivariate Data Analysis, Pearson-Prentice-Hall, Englewood Cliffs, NJ
38. Işık, M. ve Özcan, V. (2023). Kamu Çalışanlarının Afet Bilinci ve Farkındalık Düzeylerinin Belirlenmesine Yönelik Bir Alan Araştırması. Uluslararası Akademik Birikim Dergisi, 6(4), 780-795. Ivanov, A., & Cvetković, V. (2014). The role of educatİon in natural disaster risk reduction. Horizons Series A, 16.
39. İnal, E., Altintas, K. H., & Dogan, N. (2018). The development of a general disaster preparedness belief scale using the health belief model as a theoretical framework. International Journal of Assessment Tools in Education, 5 (1), 146-158. https://doi.org/10.21449/ijate.366825
40. İnal, E., Kocagöz, S., & Turan, M. (2012). Basic disaster consciousness and preparation levels Temel Afet Bilinç ve Hazırlık Düzeyinin Saptanmasına Yönelik Bir Araştırma. Turkiye Acil Tip Dergisi, 12(1). 10.5505/1304.7361.2012.05658
41. Johnson, V. A., Ronan, K. R., Johnston, D. M., & Peace, R. (2014). Evaluations of disaster education programs for children: A methodological review. International Journal of Disaster Risk Reduction, 9, 107–123. https://doi.org/10.1016/j.ijdrr.2014.04.001
42. Kirschenbaum, A. A., Rapaport, C., & Canetti, D. (2017). The impact of information sources on earthquake preparedness. International Journal of Disaster Risk Reduction, 21, 99-109. https://doi.org/10.1016/j.ijdrr.2016.10.018
43. Kocaman, E. N. (2019). Bir grup yetişkinde umut ve psikolojik iyi oluş arasındaki ilişkinin farklı değişkenler açısından incelenmesi (Master's thesis, İstanbul Sabahattin Zaim Üniversitesi, Sosyal Bilimler Enstitüsü, Eğitim Bilimleri Anabilim Dalı).
44. Lindsay, S. (2011). Including people with disabilities in disaster preparedness. International Journal of Disaster Risk Reduction, 2, 1-9. https://doi.org/10.1016/j.ijdrr.2011.08.002
45. Ministry of Interior, (2024, February 8). Türkiye'nin birlik ve dayanışma gücü depremle sınandı, asrın felaketi asrın dayanışmasına dönüştü! Retrieved from: https://www.icisleri.gov.tr/turkiyenin-birlik-ve-dayanisma-gucu-depremle-sinandi-asrin-felaketi-asrin-dayanismasina-donustu8
46. Ministry of National Education, (2023). Millî Eğitim İstatistikleri: Örgün Eğitim 2022–2023. Retrieved from https://sgb.meb.gov.tr/meb_iys_dosyalar/2023_09/29151106_meb_istatistikleri_orgun_egitim_2022_2023.pdf
47. Özmen, F. (2020). Disaster awareness training for children: The role of early childhood education. Early Childhood Development and Care, 190(8), 1157-1170. https://doi.org/10.1080/03004430.2019.1662723
48. Paton, D. (2007). Preparing for natural hazards: The role of community trust. Disaster Prevention and Management: An International Journal, 16(3), 370-379. https://doi.org/10.1108/09653560710758323
49. Petal, M. (2008). Disaster risk reduction education: Material development, organization, and evaluation. International Journal of Mass Emergencies and Disasters, 26(2), 71-86.
50. Rengasamy, S. (2012). Developing disaster-resilient communities through early childhood education. Journal of Education for Sustainable Development, 6(1), 17-25. https://doi.org/10.1177/097340821100600103
51. Ronoh, S., Gaillard, J. C., & Marlowe, J. (2015). Children with disabilities in disaster risk reduction: Why are they ignored? International Journal of Disaster Risk Reduction, 10, 61-70. https://doi.org/10.1016/j.ijdrr.2014.07.001
52. Sapsağlam, Ö. (2019). Okul öncesi dönem çocuklarında doğal afet farkındalığı. Ondokuz Mayıs University Journal of Education Faculty, 38(1), 283-295. https://doi.org/10.7822/omuefd.517081
53. Shaw, R., & Okazaki, K. (2004). Sustainability in disaster education: The role of Japan. International Journal of Sustainability in Higher Education, 5(2), 99–113. https://doi.org/10.1108/14676370410512583
54. Shiwaku, K., Shaw, R., Kandel, R. C., Shrestha, S. N., & Dixit, A. M. (2007). Future perspective of school disaster education in Nepal. Disaster Prevention and Management: An International Journal, 16(4), 576–587. https://doi.org/10.1108/09653560710817057
55. Sözcü, U. & Aydınözü, D. (2019). Examining the natural disaster literacy levels of pre-service teachers according to some variables. International Journal of Geography and Geography Education (IGGE), 40, 79-91.
56. Sözcü, U. (2019). Öğretmen adaylarının doğal afet okuryazarlık düzeylerinin belirlenmesi. (Yayımlanmamış Doktora Tezi). Kastamonu Üniversitesi.
57. Sözcü, U. (2020). Disaster Education in Turkey: Trends in Theses and Articles between 2003 and 2020. Journal of Pedagogical Research, 4(3), 418-441. http://dx.doi.org/10.33902/JPR.2020465083
58. Şulek, N., & Aktın, K. (2023). Sosyal Bilgiler Eğitiminde Doğal Afetler. Uluslararası Sosyal Bilimlerde Mükemmellik Arayışı Dergisi, (5), 68-82.
59. Tanaka, K. (2005). The impact of disaster education on public preparation and mitigation for earthquakes: A cross-country comparison between Fukui, Japan, and the San Francisco Bay Area, California, USA. Applied Geography, 25(3), 201-225. https://doi.org/10.1016/j.apgeog.2005.07.001
60. Türker, A., & Sözcü, U. (2021). Examining Natural Disaster Literacy Levels of Pre-Service Geography Teachers. Journal of Pedagogical Research, 5(2), 207-221. http://dx.doi.org/10.33902/JPR.2021270164
61. Twigg, J. (2015). Disaster risk reduction. Humanitarian Practice Network at ODI.
62. 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
63. UNESCO. (2017). Comprehensive School Safety: Global Framework for Comprehensive School Safety. Retrieved from https://unesdoc.unesco.org/
64. UNESCO. (2017). Education for sustainable development goals: Learning objectives. Paris: UNESCO. Vu, B. D., Nguyen, H. T., Dinh, H. V. T., Nguyen, Q. A. N., & Ha, X. V. (2023). Natural disaster prevention literacy education among Vietnamese high school students. Education Sciences, 13(3), 262. https://doi.org/10.3390/educsci13030262
65. Vu, T., Luong, L., & Nguyen, T. (2023). Disaster preparedness education: Enhancing community resilience through knowledge and skill building. Natural Hazards, 104(3), 345–365. https://doi.org/10.1007/s11069-022-05678-8
66. Wisner, B., Blaikie, P., Cannon, T., & Davis, I. (2004). At risk: Natural hazards, people's vulnerability and disasters. Routledge.
67. Wisner, B., Gaillard, J. C., & Kelman, I. (2012). Handbook of hazards and disaster risk reduction and management. London: Routledge.
68. Yıldırım, F. (2024). Özel eğitim bölümü öğrencilerinin doğal afet okuryazarlık düzeylerinin çeşitli değişkenler açısından incelenmesi. Mehmet Akif Ersoy University Journal of Education Faculty, (70), 144-165. https://doi.org/10.21764/maeuefd.1405004
69. Yiğit, E., Boz, G., Gökçe, A., & Özer, A. (2020). İnönü Üniversitesi tıp ve mühendislik fakültesi öğrencilerinin afet konusundaki bilgi, tutum ve davranışları. Sakarya Tıp Dergisi, 10(4), 580-586. https://doi.org/10.31832/smj.696069