Education serves as a cornerstone for gaining knowledge and taking initiative. However, despite efforts in disaster and climate risk education (DCRE), a gap often exists between awareness and meaningful action. To bridge this gap and promote a progression from awareness to empowerment, we offer the KIDA (Knowledge Interest Desire Action) framework. The foundation of this framework is a collaboration between schools, communities, and families, which calls for support from educational boards and local governments.
Following international tragedies like the Turkey-Syria earthquake of 2023, as well as the ever-changing difficulties posed by climate change, DCRE has to be given priority immediately. Our book proposes a comprehensive strategy that includes governance, capacity building, education in schools and the community, and technology integration. Our insights, analyses, and practical policy suggestions are based on multidisciplinary research and worldwide case studies, with the goal of strengthening resilience and cultivating a generation committed to sustainability. This book provides a comprehensive exploration of DCRE. It aims to prepare individuals and communities to face the challenges of a changing world head-on by improving knowledge and promoting preparedness.
Part
1. School Education.
Chapter
1. Key issues and challenges of
school education.
Chapter
2. Integrating climate risk in disaster
education.
Chapter
3. Reflections of school education from Turkey.
Chapter
4. Children and disasters: perspective from USA.
Chapter
5. Reflections of
school education from Japan.
Chapter
6. Reflections of school education from
Nepal.
Chapter
7. Climate schools and school community activities in
Varanasi, India.- Part
2. Community Education.
Chapter
8. Key issues and
challenges of community education.
Chapter
9. School community engagement in
Japan for proactive risk reduction.
Chapter
10. Importance of education in
enhancing blue green infrastructures.
Chapter
11. School community
relationship: experiences from Taiwan.
Chapter
12. Importance of story/
legacy teller for disaster memories in Japan.
Chapter
13. School and
community education towards avoidable deaths.- Part
3. Governance.
Chapter
14. Disaster and climate risk governance.
Chapter
15. Disaster education and
risk governance in Turkey.
Chapter
16. Disaster and climate education:
importance of local governance.
Chapter
17. Applying SDRA as a governance
tool for climate and disaster education.
Chapter
18. School education and
risk governance: perspectives from Indonesia.
Chapter
19. Empowerment of
women and girls in DRR policy and implication to resilience in Georgia.- Part
4. Capacity Building.
Chapter
20. Innovation and capacity building in
disaster and climate risk education.
Chapter
21. Experiences of first
responders in enhancing disaster education capacity.
Chapter
22. Action
Plans for refugees and IDPs: disaster and climate risk education.
Chapter
23. Teacher training and capacity building: experiences from Asia.
Chapter
24. The role of interactive disaster education for DRR: a case study from
disaster training center.
Chapter
25. Teachers training and disaster and
climate education.- Part
5. Technology.
Chapter
26. Using PRISM in school
education for measuring risk perception.
Chapter
27. Using virtual reality
and augmented reality for enhancing school education Tomoki Itamiya, Kanagawa
Dental University, Japan.
Chapter
28. Importance of using innovative mapping
process for enhancing climate awareness.
Chapter
29. Disruptive and
conventional technologies in disaster and climate education: Perspectives
from China.
Chapter
30. Information technology and disaster and climate risk
education.
Ayse Yildiz is an Assistant Professor in Risk at the School of Business at the University of Leicester, UK. An expert in climate and disaster risk, resilience and disaster preparedness, she is an affiliate of both the University of Leicesters Institute for Environmental Futures and the Society of Risk Analysis. Ayses research focuses primarily on community-based disaster resilience, risk perception and child-centred disaster risk reduction. She engages with diverse audiences to promote awareness and understanding of disaster-related issues, including government agencies, local teams, schools and students of varied cultural and religious backgrounds. Ayse has convened seminars and workshops alongside representatives of the UN Office for Disaster Risk Reduction and regularly contributes expert opinion to post-disaster media coverage.
Rajib Shaw is a professor in the Graduate School of Media and Governance at Keio University, Japan. He is also the senior fellow of the Institute of Global Environmental Strategies (IGES) Japan, and the chairperson of the Sustainable Environment and Ecological Development Society (SEEDS) Asia and the Church World Service (CWS) Japan, two Japanese NGOs. He is also a co-founder of a Delhi (India)- based social entrepreneur startup, the Resilience Innovation Knowledge Academy (RIKA). Earlier, he was the executive director of the Integrated Research on Disaster Risk (IRDR) and was a professor at Kyoto University. His expertise includes disaster governance, community-based disaster risk management, climate change adaptation, urban risk management, and disaster and environmental education. Professor Shaw was the chair of the United Nations Science Technology Advisory Group (STAG) for disaster risk reduction and currently is the co-chair of the Asia Pacific Scientific and Technical Advisory Group (AP-STAG).
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