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Two major earthquakes, measuring 7.8 and 7.5 on the Richter scale, occurred within a nine-hour period in Türkiye's southern region on February 6, 2023. These earthquakes affected 11 provinces, including various aspects of life such as education. Consequently, the Higher Education Council (YOK) in Türkiye postponed the commencement date of the spring term in all higher education institutions until further notice. To support the affected universities, YOK paired eight universities from the impacted areas with eight other universities to collaborate in commencing and conducting educational practices. This study aimed to investigate how Amy, a senior English lecturer at one of these host universities, negotiated her teacher identity while supporting an earthquake-affected university. The participant was selected through the purposeful sampling method. Data were collected through semi-structured interviews and written teacher reflections to gain a better understanding of identity negotiations during times of uncertainty. The content analysis method was used to analyze the data. The results of this qualitative case study suggest that English as a Foreign Language (EFL) teachers negotiate their identities in response to challenging crises. One of the significant findings of this study is that EFL teachers need to learn how to manage trauma-sensitive classrooms by employing strategic adaptations to minimize the impact of crises.

Advances in technology have significantly augmented the potential of online education, particularly during crises, such as COVID-19, earthquakes, hurricanes, and floods. This qualitative survey study ascertains 150 English-as-a-foreign language (EFL) learners' perceptions of the efficacy of online language education in a preparatory school of a state university after the Kahramanmaras earthquake in Türkiye in 2023. Data were gathered via an online survey with open-ended inquiries to elicit favourable and adverse experiences and recommendations from students. In order to ensure the thorough and systematic analysis of the collected data, a rigorous methodological approach was employed. Specifically, the data were analyzed through content analysis, facilitated by the MAXQDA. The research outcomes revealed that the participants appreciated online language education for its time-saving nature, comfort, ease of attendance, access to recorded sessions, teacher support, and cost-effectiveness. However, some students also considered online education ineffective and reported challenges, such as technical issues, diminished concentration, lack of motivation and discipline, limited interaction, and class participation. EFL learners also provided suggestions for improving the curriculum, assessment methods, and instructors' teaching approaches.

This research was conducted to analyze integration disaster education strategies in elementary schools located in disaster-prone areas. This research is qualitative research using descriptive design. This research used interview instrument in data collection. The respondents were 23 elementary school teachers in Sleman Regency, Special Region of Yogyakarta. The results found that the integration of disaster education is carried out through subjects, study tours, discussions, and simulations. Strategies implemented in the integration of disaster education with interesting learning media, disaster training, improvement of school facilities and infrastructure, updating school disaster documents, and cooperation with disaster management institutions. The integration disaster education model expected by teachers is in the form of a website that contains separate materials for teachers and students. The website is expected to contain simple material packaged in the form of pictures, videos, sounds, animations, games, quizzes and songs. Maximizing integration disaster education strategies can be done by improving the internal and external quality of schools. School support, cooperation with disaster management stakeholders, the active role of teachers, and the support of school principals' policies in preparing for integration disaster education learning is expected so that disaster education can be implemented sustainably.

Education on sustainability is a crucial goal that requires a transformative shift in teacher education to drive meaningful changes oriented to action. A cross-sectional study with an exploratory design investigated preservice science teachers' perceptions regarding teaching sustainable citizenship, specifically focusing on the climate crisis and earthquakes-tsunamis. The study was conducted in two Chilean universities with similar teacher preparation programs. The team designed a podcast series, which was used and evaluated by the 13 participants through action research. Three group discussions explored their perceptions of the resources, as well as the aims and challenges of teaching sustainable citizenship and the podcasts. We used Grounded Theory steps, including triangulation by the researchers to ensure reliability, to qualitatively analyse the data. The results reveal a constraint on teaching in areas where the participants lacked the necessary preparation and background knowledge as students and preservice teachers. The main challenges were related to interdisciplinarity, the social dimension of socio-scientific issues and context-responsive teaching methods. The perceived aims were the development of students' critical thinking, informed positioning, and encouraging active citizen participation. Preservice teachers found the podcast series to be a valuable new epistemic and pedagogical resource that can support their efforts to teach sustainable citizenship and implement pedagogical strategies. The autonomous usage of the device triggered reflection processes, particularly regarding the human rights perspective, which unveiled the socio-political dimensions inherent in science education. It promoted personal re-positioning as active citizens and educators and empowered them to seek out and pursue the changes needed to reshape future classrooms. We discuss these findings in the context of teacher preparation and the use of educational technology in teacher education.

In the face of the unpredictable nature of crises, it is expected that school principals exhibit behaviors aimed at maintaining the psychological well-being of teachers, students, and parents along with the educational processes. The sudden occurrence of the February 6, 2023 earthquakes, has presented an important crisis situation in which school principals are expected to display the desired behaviors. This research aims to reveal to what extent school principals demonstrated their crisis management skills in the context of the February 6, 2023 earthquake and what behaviors they exhibited during crisis management processes, based on teachers' opinions. The research was carried out with a mixed method approach in which quantitative and qualitative research methods were used together. The sample of the research consisted of 295 teachers, and the study group consisted of 18 teachers selected from the same sample by purposeful sampling method. Quantitative data of the research were collected using the crisis management scale, and qualitative data were collected using a semi-structured interview form. According to the quantitative results of the research, it was determined that the crisis management skill levels of school principals were "mostly" in the pre-crisis and post-crisis periods, and "sometimes" during the crisis period. When teachers' opinions were examined, it was seen that school principals were unprepared for crises arising from natural disasters such as earthquakes and that they mostly followed the Ministry of National Education guidelines and therefore lacked initiative. School principals who were able to take initiative took action to support the psychological health of teachers, students and parents by meeting their needs and gained their trust.

Purpose -- Balochistan, which makes up roughly 44 percent of Pakistan's total land area, is home to 6 percent of the nation's inhabitants. Due to long distances and low population density, service delivery is particularly challenging. The province's educational services are impacted by natural disasters like earthquakes, floods, droughts, and migration. Disaster risk reduction is a widely recognized concept that emphasizes appropriate education to lower an individual's personal, familial, and communal vulnerability. The role of the school is crucial in Disaster Risk Reducation (DRR) education. As a result, the study's goal was to explore the approaches adopted for the inclusion of DDR through teaching in classroom and school activities. Methodology -- A focus group discussion with three groups of Pakistan studies and Geography teachers was conducted that consisted of 10 male and 14 female members. Findings -- Findings demonstrate that the current textbook continues to teach students less about disaster risk reduction; teachers include knowledge from their personal experience in planning lessons about DRR. School assemblies, child clubs and activities designed by school management, and social organizations play a prominent role in DRR education. Further, the role of teachers and school management was identified in psycho-social support during disasters and pandemics. Significance -- The study concludes that in addition to extracurricular activities and the teacher's role, prior disaster experience, school, and social organization played a significant role in DRR education in rural Balochistan. The study results will assist curriculum developers, policymakers, and education leadership in developing more effective school disaster management plans. The results will also clarify how schools and teachers can close the knowledge gap in disaster preparedness education. Organizations working on disaster risk education and education in emergencies will also benefit from additional research to respond to the need readily and effectively.

This article explores the multifaceted role of education in strengthening crisis communication strategies, particularly using the 2023 Kahramanmaras Earthquake as a primary case study. It delves into the crisis communication techniques employed during the earthquake, highlighting challenges in coordination, communication gaps, and the inadequate use of technology in emergency response efforts. The study emphasizes the necessity of enhancing coordination among response teams and employing digital platforms for real-time information sharing. It also proposes recommendations to increase public awareness and outlines future research perspectives. In summary, this research underscores the critical importance of education in reinforcing crisis communication strategies, offering practical insights for their development based on the experiences from the Kahramanmaras Earthquake.

This research explores the perceptions of preservice teachers in Turkey in terms of their preparedness for various disasters, including epidemics, earthquakes, fires, and floods, all of which have profound social and economic impacts on education. Using a descriptive survey model, the study examined the responses of 512 preservice teachers at a single university across all levels of their educational program. The survey, conducted digitally due to the pandemic, consisted of 70 questions. Findings reveal inconsistent levels of confidence and readiness across different types of disasters. For instance, while most preservice teachers understand the severity of the coronavirus and are concerned about the long-term effects of protective measures, the majority admit to a lack of preparedness for earthquakes. While they lack practical experience with fires, they are conversant with various fire safety measures. Their understanding of and preparedness for floods, however, were limited. The study highlights the critical need for comprehensive disaster education and readiness training for preservice teachers, suggesting the urgent need for reliable, scientifically backed information.

As computational methods are widely used in science disciplines, integrating computational thinking (CT) into classroom materials can create authentic science learning experiences for students. In this study, we classroom-tested a CT-integrated geoscience curriculum module designed for secondary students. The module consisted of three inquiry investigations that were age-appropriately translated from the computational practices of volcanologists who study tephra hazards and risks. We developed a domain-specific, block-code-based computational modeling environment where students carried out 1 of the 3 science practices in each inquiry investigation: experimentation, data visualization and interpretation, and modeling. We examined (1) student learning outcomes using pre- and post-tests and (2) student reflections on the computationally supported science practices surveyed at the end of each inquiry investigation during the module. Results indicate that students made statistically significant gains in science content as well as in computationally supported experimentation, data visualization and interpretation, and modeling practices. Over 80% of students identified different ways in which block coding supported their practices during inquiry investigations. Based on these findings, we discuss implications for the future development of computationally supported inquiry investigations in science.

This article presents the epistemological complexity inherent in the roll out of an international project on Disaster and Risk Reduction, and consequently about science education in the Indigenous context of Turkana County in Kenya. After an introduction that explains the current state of Disaster and Risk Reduction, the paper focuses on the 'Paper Volcanoes Laboratory' program and toolkit for children and teachers, which aims to spread awareness about natural hazards among children. The paper argues that the geographical, social and educational context where the project is carried out is critical to consider, and decolonial studies provide a conceptual and theoretical framework for this project. This allows to recognize reproduction of infantilization of Indigenous people and children through Western knowledge and science if implemented without consideration for local contexts, and demonstrates how Western educational projects have been a tool of discrimination and colonization. However, at the same time, it opens up the possibility for a dialogue and an encounter between the different epistemologies present in a project that was conceptualized within the Western context, but is to be carried out in Turkana County in Kenya.

With the United Nations' Sustainable Development Goals in place, the quality of teacher education is a global concern. With so much talent mobility and brain circulation, any migration of low-quality educators from one region will affect the quality of education in the destination part of the global village. The study examined how the interplay in the aftermath of the cyclones, COVID-19, supervisors' quality, and student characteristics impacted student-teachers' experiences during the scrambled teaching practice supervision model. Thematic and content analyses of data from document analysis and semi-structured interviews from purposefully sampled Southern Africa Development Community countries revealed that relying on physical teaching practice supervision negatively impacts assessment, especially when even non-specialists are involved in the supervision. Educators' inadequate pedagogical content knowledge, space effect, and multiple exposures to assessment compromise teacher education amidst pandemics and natural disasters. The study recommends migration to computer-based online supervision strategies as a mitigation strategy. Recommendations for an educational policy, practicum, and architectural adaption are discussed.

Researchers and practitioners in the United States increasingly promote phenomena-based instruction in science that supports the development of a coherent storyline throughout the unit. Questions about "who" is constructing the science storyline and "how" still remain. Employing a qualitative ethnographic case study approach, we explore how three Latinx female students authentically contribute in their high school chemistry class and change the science storyline originally developed by the teacher. Data include over 950 min of video recordings, student artifacts, and interviews collected from a unit about reaction rate, which was contextualized by students' experiences with a local wildfire. The analysis points to three instructional moves that appear to play an important role in shifting the collective storyline: connecting to Latinx students' personal concerns, moving across multiple figured worlds, and recognizing students' epistemological contributions. Implications for supporting minoritized students are discussed.

Baima Tibetan folk songs are an integral part of the Baima Tibetan music culture. They are performed in diverse styles, including solo, duet, lead singing, round singing, and chorus. The objective of the study was to explore the significance of Baima Tibetan folk songs as a resource for literacy education in Chinese music history. By engaging with key informants divided into three groups -- scholar informants, casual informants, and general informants. The result of this study reveals that ritual music holds deep roots in religious beliefs and is performed during sacrificial ceremonies, marriage ceremonies, and funeral ceremonies. Dance music culture reflects the collective nature and community cohesion of the Baima people, with dances like the fire circle dance serving as prominent expressions. Folk songs encompass a wide range of themes, including labor, wine, wedding, and love, showcasing the diverse musical expressions within Baima Tibetan society. The unique rituals, dances, and songs of the Baima people contribute significantly to the preservation and celebration of their rich cultural heritage. This study highlights the educational potential of Baima Tibetan folk songs as valuable resources for promoting literacy and understanding in the context of Chinese music history.

The aim of the study is to reveal the experiences of social studies pre-service teachers on the use of educational comics in the teaching of subjects related to disaster education. Phenomenology design, one of the qualitative research methods, was used in the research. 30 social studies teacher candidates participated in the research. Pre-service teachers who participated in the research were given disaster education during one semester (12 week-2 hours). This education process also includes creating and using educational comics in disaster education. In the study, semi-structured interview and observation were used as data collection method. Thematic analysis was used in the analysis of the data obtained in the research. As a result, it has been revealed that social studies pre-service teachers see educational comics as a material that can be used in disaster education in line with their experiences. The pre-service teachers stated that educational comics is attracting attention, engaging participation, making it easier to understand. Pre-service teachers stated that educational comics contain limited information, and takes time to create and use.

School Disaster Risk Reduction Management (SDRRM) plays a crucial role in ensuring that learners, teachers and other school personnel are safe on the school premises. This study evaluated how well coastal schools in Cluster VII of the Division of Pampanga, Philippines had implemented a school disaster risk reduction management system. This study used the descriptive research method. Respondents to the study were seventy-four (74) public school teachers during the school year 2020-2021. In this research, the following findings were obtained: The respondents assessed safe learning facilities, school disaster management, risk reduction and resilience education and coastal school safety procedures. However, among these categories "coastal school safety procedures" got the lowest overall mean score. Additional findings showed that there is no discernible variation in the degree of SDRRM implementation across the respondent schools. This means that these schools have uniformity in implementing school disaster risk reduction management. It is recommended that schools maintain uniformity in the implementation of DRR policies.

Experimentation is a contributing factor to the interest and meaningful learning of Science. In Geology and Earth Science, the effects of soil textures, settlements, and water-holding capacity are parameters for landslides in Barotac Viejo and other flooded areas. Landslides are triggered during heavy rainstorms, causing severe property damage and casualties. This experimental study aims to determine how these parameters are factors for landslides and give accurate information to Science teachers. The study uses two methods to provide ease and continuity of measurements and settings using the Fourier Transform Infrared(FTIR) spectroscopy in analyzing the soil textures. The Imhoff cone instrument is for the settling and water-holding capacity of the soil. FTIR Soil analysis reveals that contents of clay and organic matter directly affect soil water-holding ability due to the larger surface area. A landslide-prone zone has a lesser settling time except for the sand that settles fastest due to larger masses. This study is crucial for science teachers teaching geology and earth sciences besides forecasting and preventing geohydrological processes and developing better landslide warning strategies to mitigate risks and reduce socioeconomic damage.

Disasters continue to have adverse effects around the globe leaving many lives susceptible to hazards and fatalities most especially children. The Philippines, known to be one of the most disaster-prone countries in the world, experiences earthquakes, typhoons, and flooding yearly. For the reason of the country's vulnerability to disasters, it is expected that both adults and children can demonstrate preparedness to such disasters. Hence, in order to improve the disaster preparedness of kindergarten pupils, we must begin looking at their perspectives before conceptualizing kindergarten lessons about disasters. This study focused on Filipino Kindergarten's perspectives on disasters. This study sought to; (1) describe children's perspectives on disasters; and (2) determine significant concepts that can be used for School Disaster Risk Reduction Management specifically for kindergarten. The cases were kindergarten pupils from different public schools residing in Metro Manila. There were nine (9) cases, three Kindergartens per specific type of disaster experienced, whether earthquake, flooding, or typhoon. Based on the findings of the study, children have perspectives to which their capacity to express their knowledge, feelings, plans, actions on disasters are manifested. Children also have the competence to think of other's welfare in the event of disasters and are interested to learn more about disasters as they have suggested ways in which they can enjoy learning about Disaster Risk Reduction (DRR).

The earthquake, which affected the south and southeast of Turkey (approximately 10 provinces) on February 6, 2023, brought many devastating consequences. Earthquakes, which occur in all geographies of the world in variable time periods depending on the characteristics of the geological structure, cause many extraordinary situations and consequences for humanity. This situation and results require people defined as disaster victims to struggle with psychological problems arising from the effects of the event. Based on this, this study aims to determine the post-earthquake trauma levels of university students who experienced and were affected by two earthquakes that took place nine hours apart on February 6, 2023, where the districts of Pazarcik (Earthquake intensity 7.7) and Elbistan (Earthquake intensity 7.6) in Kahramanmaras province of Turkey were the epicenters. intended to be evaluated. In the study, which was carried out with the quantitative research method and the survey model, criterion sampling, one of the purposive sampling methods, was used to determine the research group. Data were collected with the "personal information form" created by the researchers and the "post-earthquake trauma level determination scale" developed by Tanhan & Kayri (2013). Unlike many studies on the extent of the earthquake that took place, it can be said that as a result of this study, which aims to examine the psychological and mental state of earthquake victims, many remarkable results such as the fact that the trauma levels of female earthquake victims are higher than that of men.

The goal of this study was to uncover primary teachers' perspectives on the use of design-based activities in disaster education and to thoroughly examine the plans. The study is designed as a case study. The participants were chosen using the purposeful sampling method. The study included 24 primary school teachers (12 male and 12 female) from various regions of the country. The data collection tools were group-prepared lesson plans and follow-up focus group interviews, which aimed to reveal their experiences and opinions on the lesson plan design process. The data was analyzed using the content analysis method. The findings revealed that the use of design-based activities in primary school, the importance of disaster education in the primary school curriculum, and the importance of disaster education awareness at the primary school level were all highlighted. The primary school teachers' lesson plans were examined, and the themes of drawing attention, design, material, career connections, and assessment-evaluation emerged. The significance of using design-based activities in primary schools, as well as the pedagogical benefits of using design-based activities in disaster education, was emphasized. Despite their abstract nature, natural disasters can be made more understandable through design-based education, particularly for primary school students who are in the concrete operational stage and have limited experience.

The multifaceted influences of coloniality in higher education continue to be explored to reshape and transform spaces that can either reproduce structures of coloniality or bring about decoloniality. The University of Puerto Rico, the central higher learning institution of the archipelago, continues to undergo changes that are influenced by its sociopolitical context. The aims of this research included the critical observation of the influence of coloniality in the public university system of Puerto Rico through exploring community engagement by university professors. This research implemented qualitative inquiry through document analysis. Pattern analysis was performed through three conceptual frameworks: coloniality, colonial state of exception, and ecologies of knowledge. Findings included both the interruption of coloniality by university professors and the reproduction of coloniality by the university administration. These findings illustrate current spaces of decoloniality in Boricua higher education.

Learning geography in Indonesia philosophically aims to develop spatial literacy. Students must improve spatial literacy to form reasoning skills and apply spatial concepts in real life. Applying Gersmehl's spatial learning can improve students' spatial literacy through syntax arranged based on spatial aspects. The use of google earth helps students to complete case studies of disaster mitigation materials without the need to go directly to the field. This quasi-experimental research refers to the posttestonly control group design by comparing the posttest of spatial literacy in the experimental and control classes. This study involved students of class XI IPS SMAN 1 Blitar City. The instrument is a five-point description test based on indicators of spatial literacy in disaster mitigation materials standardized with validity and reliability tests. The research data were analyzed using normality, homogeneity, and hypothesis tests. The data tested were in the form of posttest scores for spatial literacy in the experimental and control classes. The results of Gersmehl's spatial learning influence spatial literacy. The use of LKPD bridges the implementation of spatial learning syntax with Google Earth as a geospatial medium. The implementation of syntax in spatial learning is interrelated with spatial literacy indicators, thereby increasing students' spatial literacy based on experience and spatial recognition.

This study seeks to reveal the multifaceted educational needs of primary school students who left their hometown due to the earthquake and continue their education in Istanbul. The research was carried out with 35 classroom teachers teaching primary school students forced to leave their city due to the earthquake that occurred in Kahramanmaras and continue their education in public schools in Istanbul. In this qualitative research, a semi-structured interview form prepared by the researcher was used as a data collection tool. The data were analyzed via the descriptive method. Within the scope of the research, findings related to the educational needs of the earthquake survivor primary school students, the role of the classroom teachers in the classroom climate in the context of the earthquake experience, the support training needs of the classroom teachers regarding the education of the earthquake survivor students, the teacher guidance for the well-being of the earthquake survivors' parents, and the teachers' expectations from different ministries under the theme of the earthquake were determined. As a result, suggestions were offered on various activities that education stakeholders can do to minimize or eliminate the effects of the trauma experienced by primary school students due to the earthquake.

Distance education has indeed seen widespread adoption, especially after the COVID-19 outbreak and in response to natural disasters like earthquakes. The aim of this study is to contribute, especially in the field of distance education, by revealing the views of university students. The qualitative research method of phenomenological research design was used in the study. The sample group consists of 15 (9 female, 6 male) undergraduate university students. A maximum diversity sampling method was used in purposeful sampling to establish the study sample. The data was collected through individual interviews with 15 students using a semi-structured interview form created by the researchers. The data were analysed using MAXQDA. As a result of the content analysis, the following main themes were identified: "aims regarding university education", "factors affecting academic motivation", "similarities and differences between distance education and face to face education", "experienced difficulties regarding the distance education process" and "recommendations for increasing the efficiency of distance education". Based on the research findings, it is thought that determining the positive and negative aspects of the distance education process will contribute to distance education applications. The results of the study can be evaluated by lecturers, researchers, and practitioners.

The objective of this research is to assess whether the distance education experiences of pre-service teachers currently undergoing higher education differ according to specific variables. These variables relate to the distance education processes instituted following the COVID-19 pandemic and the earthquakes that took place in Maras and Elbistan on February 6, 2023. The study also endeavors to discern the impact of distance education on pre-service teachers' attitudes toward the teaching profession. Employing a mixed methodology, the research engaged a sample of 300 students from varying departments at Kirsehir Ahi Evran University during the 2022-2023 academic year, all of whom were participating in pedagogical formation courses via distance education. The quantitative data for the research was compiled using the "Pre-service Teachers' Perception of Distance Education Scale" developed by Gündüz (2013). Additionally, qualitative data was gathered from 50 volunteer pre-service teacher students engaged in pedagogical formation education using a semi-structured interview form designed by the researcher. An analysis of pre-service teachers' attitudes toward distance education and their chosen profession was conducted based on data derived from the scale. Quantitative data was processed with SPSS 25, while qualitative data was analyzed via the MAXQDA 2020 program. Quantitative analysis revealed that pre-service teachers' perceptions of distance education did not significantly differ in relation to gender, personal computer ownership, or field of study. However, differences were observed in relation to their internet connection status. Qualitative analysis generated sub-themes under the Distance Education theme, such as the Student in Distance Education and the Features of Distance Education.

Frequently, global disasters occur due to human-induced activities, involving international society's role in attempting disaster risk reduction. This study aimed to examine the current state of Thai disaster education at the school level, which Japan supports, and analyze higher education's role in enhancing school-level disaster education through Bruno Latour's actor-network theory (ANT). A mixed-method approach was employed in this study. Quantitative data were gathered through questionnaire surveys involving 150 students aged 13 to 15 from mountainous regions. The surveys focused on their knowledge, attitude, and disaster self-appraisal practices (KAP) in rapid-onset circumstances, using percentages and numerical values. In contrast, the qualitative data were collected through in-depth interviews with five key informants and analyzed using content analysis. The students exhibited a high level of knowledge, while their attitude was assessed at the medium level, and their practical implementation was statistically low. This reflects a significant emphasis on Thai disaster education in rapid-onset situations. Nevertheless, slow-onset disasters, particularly drought and clean water supply issues, have the most profound and adverse impacts. ANT highlights the inseparable relations between human and non-human actants, encompassing government, higher education, schools, technology, and knowledge engagement in climate resilience building. The study findings provide guidance for all stakeholders, including government, higher education institutions, and schools, to transition their training or education programs from a rapid-onset to a slow-onset approach. This involves promoting the collaboration between higher education and its external partners to develop water management education initiatives that cultivate lifelong learning skills and contribute to achieving Sustainable Development Goals 3 Good Health and Well-being.

This study aims to investigate the satisfaction and experiences of associate degree students from the child development department on distance education after the earthquake in Türkiye. The research was carried out in a mixed method embedded design with the participation of 133 associate degree students who studied in the child development department in a vocational school affiliated with Bursa Uludag University in the spring term of the 2022-2023 academic year. The quantitate data were collected through "The Distance Education Satisfaction Scale of University Students." The qualitative data were obtained through a semi-structured interview with 20 students from the same study group. Descriptive statistics, Independent samples t-test, Mann-Whitney U test and Kruskal-Wallis H Test, and content analysis were used to analyze the data obtained. According to the findings, online education was less effective than face-to-face education due to the earthquake. The student's satisfaction with distance education differs significantly depending on having technological tools. The students stated that they had difficulties due to the adverse psychological effects of the earthquake and the infrastructure problems. It was determined that distance education's most significant advantage is having a flexible environment and listening to the course recordings. However, they were disadvantaged in not making enough applications during the lessons in online education.

As a result of the great earthquake disaster in Turkey, mathematics education in universities was reorganized as distance education after the pandemic period. This article aims to identify the barriers to distance education practices in higher education. In line with the aim of this study; Q methodology was used to help determine the perceptions and perspectives of faculty members regarding the barriers to distance education in the process of teaching mathematics in higher education. Q methodology aims to reveal the internal frame of reference of individuals through their preferences. According to the findings of the study, participants identified barriers under 3 factors. These 3 factors, in order of weight, represent student, curriculum and technology barriers. In general, it was seen that the 4 factors revealed by the methodology in the study yielded results compatible with the literature. However, it was determined that the barriers arising from the teacher did not carry a factor load in the study. Another unique result was the identification of barriers arising from the nature of mathematics. It was understood that there are unique obstacles specific to the field of mathematics due to pedagogy and curriculum. In this respect, investigating the barriers to field-specific extended education will provide more accurate findings. In this study, which was conducted with Q methodology and supported by qualitative data, the identified barriers to distance education were consistent with the general literature. Q methodology reveals that it is a compatible tool for various research in similar situations.

The study explored the conduct of a service learning (SL) activity by senior high school students (N=110) in disseminating information about Disaster Readiness and Risk Reduction (DRRR) to community participants (N=139). Senior high school students from a public sector senior high school in the Philippines conducted a community service learning activity. Before conducting the service learning activity, students determined the familiar disasters that the community participants commonly experienced and then developed the DRRR brochure. Students compiled their DRRR learning into a brochure and used it to discuss disaster mitigation with the community. Researchers used standardised tests and survey forms to determine the participants' pre and post-knowledge, skills and attitudes toward disasters. Quantitative results showed that both the student and community participants perceived that the service learning activity had allowed them to gain more knowledge on disaster mitigation with an overall Disaster Related Knowledge Questionnaire (DRKQ) of p<0.05. Likewise, Civic Action and Skills Questionnaire (CASQ) revealed that the activity helped the students to improve their communication and social skills and the community participants' leadership skills at p<0.05. The qualitative data showed that both the students and the community participants better understood the DRRR concepts and perceived that the service learning activity had benefited and taught them disaster mitigation.

The development of photo-based digital comics is one of the fastest-growing digital media and is in great demand. This learning medium is an innovative blend of visual arts and education that offers tremendous potential in stimulating interest in and understanding of complex materials. The importance of understanding disaster mitigation in modern environmental and social challenges cannot be ignored. Drama, as a rich form of cultural expression, allows us to reflect on human life, social relations, and the challenges faced by society. Disaster mitigation is becoming increasingly important to deal with real threats due to climate change and society's vulnerability to natural disasters. This learning concept is especially effective for students who need an innovative and interesting approach. The development of photo-based digital comics as teaching materials is very interesting. Combining visual elements from photographs with strong narratives, digital comics will be able to present complex materials in an easy-to-digest form. This approach provides a great opportunity to convey information on learning and the importance of disaster mitigation in a way that is closer to students' daily lives, resulting in more authentic and embedded learning. This research focuses on efforts to develop teaching materials that are communicative, not boring, effective, and applicable to support creativity and increase students' understanding of social problems identified in society.

This study investigated the potential benefits and challenges associated with the implementation of blended learning as a strategy for curriculum recovery and enhancement of student performance in Grade 12 science and mathematics education. Blended learning, which combines traditional face-to-face teaching methods with online learning, was recognized for its capacity to address educational difficulties. The research employed a theoretical framework integrating the Technology Acceptance Model and Sociocultural Constructivism theory to examine the viewpoints of teachers regarding technology adoption and the impact of personal and social interactions on learning outcomes. A qualitative interpretive case study design was employed, and interviews were carried out with four science and mathematics teachers. The findings revealed that teachers acknowledged the advantages of blended learning, including its potential to overcome barriers to learning and augment student engagement. However, external challenges about technology infrastructure, limitations of online platforms, and the necessity for professional development were identified. Teachers displayed varying levels of internal challenges, including familiarity and confidence in implementing blended learning. The study underscored the importance of continuous support, infrastructure development, and pedagogical training to effectively integrate blended learning into science and mathematics classrooms. Therefore, by addressing these challenges and capitalizing on the benefits of blended learning, the potential for improving curriculum recovery and enhancing student performance in the face of disruptions caused by natural disasters and other educational obstacles was emphasized.

In this essay, we argue for racializing approaches to teaching climate change to better understand and address climate injustices. We draw upon the example of the Buffalo Blizzard of 2022 which caused a disproportionate number of deaths in the Black community. Extreme weather events such as the blizzard highlight the ways in which climate catastrophes and racial injustices are inextricably linked. We urge educators across all content areas to incorporate a climate justice education approach and outline an approach to transformative climate justice learning.

Integrated river science provides decision-making life-skills for individuals and communities facing environmental change; it is a variant of critical physical geography through its socio-political dimensions. As an example, the frequency and magnitude of river flooding are amplified by climate change: society needs to understand how to cope through learning, adaptative behaviour and planning. Choices should be informed by trusted science that can only be delivered by education, to avoid "knee jerk" post-hazard reactions. We examine curricula and resources in physical geography for England to judge if they make river science more pervasive and persuasive. "Scales" of causation and impact remain a central geographical focus. The concept of "place" is revitalized: environmental processes harnessed to improve resilience. Literacy and numeracy skills to communicate and predict need improving, to ensure that students understand problems sufficiently well to identify the best long-term, rigorously assessed options. Higher education has a hub role for empowering lay individuals, communities and professionals but the core learning principles need to be set at school. We conclude the current physical geography river science content is not fit for future needs, notably at A-Level. Weaknesses include naivety about river processes (water and sediment movement), arcane jargon, absence of a catchment-wide approach to river management, and inadequate links between disciplined fieldwork and databases. Contemporary community dimensions of social learning, argument and countering myths are also weakly developed.

The impact of the COVID-19 pandemic in Australia has exposed social fault-lines and inequities not often recognised in such an affluent country. This study explores the relevance of Bible stories about plagues and disasters for the work of preachers, teachers, and pastoral practitioners who were independent voluntary contributors to this study. Each of them was serving with the Uniting Church in Australia (UCA) in settings where worship and learning take place. From within the activities of a particular Christian tradition, this article offers examples of practice and interpretive processes used in approaching the questions raised as an unfolding narrative. How did the use of Christian and Jewish Scriptures by these practitioners during the pandemic inform their worship, teaching, learning and social interactions? Examples were brought into dialogue with the work of biblical commentators on texts such as Exodus, Psalms, Prophets, and Gospels. The narrative hermeneutics of Paul Ricoeur and the biblical scholarship of Walter Brueggemann provided helpful conceptual anchorage for the task and assisted in broadening the perception of how local perspectives may or may not connect with global concerns.

Publicly available technologies are only truly 'public' if people are aware of them and know how to use them. In the US, significant resources have been devoted to public education around the recently released ShakeAlert® earthquake early warning (EEW) system operated by the U.S. Geological Survey; however, those efforts have been inconsistently evaluated, leaving educators and communicators with questions about their effectiveness, particularly for engaging broad, diverse, and multilingual publics. This mixed methods, dual-language (English/Spanish) study addresses this gap by examining an animated video designed to increase awareness, understanding, and action related to ShakeAlert EEW. Results indicate that the video was enjoyable, easily understandable, and positively impacted viewers' intentions to 'Drop, Cover, and Hold On' (DCHO) following a ShakeAlert-powered alert. Viewers also expressed a desire for more information about how to receive alerts and how to protect themselves in situations where DCHO is impractical. This study suggests that animated video, developed and disseminated in multiple languages, can be an effective tool for impacting public understanding and behavior related to geohazards. Additionally, the process and findings of this study suggest that outcomes may be improved by engaging multilingual and multicultural audiences earlier and throughout the video development process.

The current study investigated university students' well-being during Emergency Remote Teaching (ERT) via EMPATHICS framework in the aftermath of an earthquake that struck the Eastern part of Türkiye. The study had a mixed-methods research design, where quantitative data were analyzed through descriptives of the participants' overall happiness indices, and qualitative data were analyzed through thematic analysis of those of narrations. Gathered through convenience sampling, the participants were constituted by 18 university students recruited from the department of Foreign Language Education at a state university in Türkiye. The results scrutinized that the participants did not exhibit elevated levels of well-being within the context of ERT. Additionally, the dimensions of the EMPHATICS framework were elaborated in detail to reveal their psychological well-being during ERT, which could also provide pedagogical implications for student well-being and suggestions for further research.

Studies have identified negative effects of cortisol, a stress hormone, on academic performance. Because natural disasters induce community-wide stress, students who experience natural disasters may subsequently perform worse academically. Our study is the first to examine the immediate effects of close exposure to a natural disaster on academic performance. We examine the impact of the 2017 Pohang earthquake in South Korea on college entrance exam scores. The 5.4 magnitude quake occurred one day before the scheduled nationwide college entrance exam date, necessitating its postponement for one week. Several aftershocks occurred during that postponement period. We find that the earthquake decreased the reading test scores of students in the Pohang area by 0.05 standard deviation but had no effect on math test scores. The reading test was administered earlier in the day than the math test, so these findings suggest that students taking exams in post-traumatic situations might be able to perform better after a warm-up testing period. Finally, male students suffered the largest adverse impacts on their reading test scores, with serious implications given the high-stakes nature of the exams.

The aim of this study is to examine the precautions and policies of the Ministry of National Education (MoNE) in the preearthquake period for disadvantaged groups that may be affected by earthquakes. One out of five students in Turkey was affected by the February 6, 2023, earthquake in the country. In terms of the education system, the earthquake caused psychological problems, difficulty accessing education, and economic issues. MoNE has not provided inclusive training for teachers for the education of children directly affected by earthquakes in the last five years. There is a teacher module for inclusive education for children affected by disasters, but there is no educational content for students directly affected by the earthquake.

Objectives: The relative high rates of homelessness and housing insecurity among college students has become a public health concern within the U.S. This study explores the relationship between housing instability in relation to academic and mental health outcomes. Participants: College students attending a larger public university (N = 1,416 students; M age = 22.54; 47.2% Pell Eligible; 54.6% racially/ethnically minoritized students) were surveyed employing cluster-sampling in the Fall Semester of 2019. Methods: Participants completed validated measures of housing instability, mental health outcomes, and demographics. Additional measures were matched with survey responses through the Office of Institutional Research (i.e., GPA, Pell Grant eligibility). Results: Students who experienced housing insecurity and homelessness were more likely to have a lower GPA as well as poorer mental health outcomes. Conclusion: Findings highlight implications surrounding the need for housing programs and additional financial support in an effort to bolster students' academic performance and mental well-being.

Crises such as natural disasters or pandemics negatively impact the mental health of the affected community, increasing rates of depression, anxiety, or stress. It has been proposed that this stems in part from crisis-related stimuli triggering negative reactions that interrupt daily life. Given the frequency and prominence of crisis events, it is crucial to understand when crisis-related stimuli involuntarily capture attention and trigger increased stress and distraction from obligations. The emotional attentional blink (EAB) paradigm--in which emotional distractors hinder report of subsequent targets in streams of rapidly displayed stimuli--allows examination of such attentional capture in a rapidly changing dynamic environment. EABs are typically observed with generally disturbing stimuli, but stimuli related to personal traumas yield similar or greater effects, indicating strong attentional capture by stimuli related to individual trauma history. The current study investigated whether a similar comparable or increased crisis-related EAB exists within a community affected by large-scale crisis. Specifically, effects of conventional emotional distractors and distractors related to recent crises were compared using EABs in university students without a mental health diagnosis. Experiment 1 used images related to Hurricane Harvey, evaluating a crisis 4 years prior to data collection. Experiment 2 used words related to the COVID pandemic, evaluating an ongoing crisis at the time of data collection. In both experiments, the conventional EAB distractors yielded strong EABs, while the crisis-related distractors yielded absent or weak EABs in the same participants. This suggests that crisis-related stimuli do not have special potency for capturing attention in the general university student population. More generally, crises affecting communities do not necessarily yield widespread, strong reactivity to crisis-related stimuli.

Schools can be permanently closed for many reasons -- economic rationalisation, post-disaster relocations, population decline or educational failure. Research on permanent school closures reports mostly negative and long-lasting consequences, not just for the school's staff and students, but for the local community. After the 2010/2011 Canterbury earthquakes in New Zealand, the Ministry of Education produced a plan to permanently close or merge 38 schools. The author followed one school through its closure and the early stages of its merger with a neighbouring school. Although the two schools came together to create a new entity with a new name, the process was not without emotional harm to the school designated as the "closing" school. The "continuing" school, on the other hand, appeared to act beyond its brief and behave in ways that unintentionally contributed to that harm. In the interviews with the closing school, participants reported acts of careless disregard, humiliation and even vindictiveness by the continuing school community. While the emotional impact will have declined over time, there is merit in examining what happened in order to make better policy and implementation decisions for similar situations in the future. In this article, I use Bourdieu's concepts of "symbolic power" and "symbolic violence" to discuss what happened and "field," "capital" and "habitus" to posit an explanation for why the continuing school acted in the way that it did and why the closing school capitulated.

During crisis contexts, information is both critical for user's decision making and simultaneously challenging to evaluate. When online information's credibility is ambiguous, young learners are challenged to evaluate rapidly evolving online information. This study sought to explore how 8th-grade students evaluated an ambiguously credible Tweet involving an extraordinary image of Hurricane Dorian. Students rated their skepticism about the image, provided a warrant for their rating, and hypothesized a purpose behind the original poster's tweet. Students demonstrated three approaches to evaluating the tweet: focusing on information content over source, assuming internet-specific authorial purposes, and applying in-school literacies. This study highlights that educators can use ambiguously credible texts to support students in evaluating online information by supporting student equivocation between contradictory content and source credibility.

Education about catastrophes often begins with, and at times even focuses on, passing down catastrophe memories. For this education, catastrophe memories that are unique to the survivors must be translated carefully to ensure that they can be understood by successors who may not have experienced a catastrophe themselves. This study elaborates on the structure of the translation of these memories between the survivors and successors. It also focuses on the educational significance of the practical application of such translations. Section 1 describes the purpose of this study while Section 2 examines the reasons for the emphasis on passing down survivors' memories in catastrophe education. Section 3 focuses on telling-listening exchanges while passing down these memories and examines the structure and characteristics of such exchanges. It was identified that it is imperative that these exchanges should communicate the experience that cannot be translated in words or is incommensurable. If both, the survivors and successors, are truthful to the incommensurability, and if they both dare to experience it, they will be able to find the potential and possibilities to transform human lives and societies while weaving together the narratives of catastrophe memories that would be transformed and generated endlessly.

This article takes up an ANTian sensibility to explore the enactment of a policy for educational collaboration in one region in the South Island of Aotearoa New Zealand (New Zealand). The case offers potential for considering the benefits of a sociology of associations (Latour 2005/2007): a Treaty-based bicultural nation, school atomisation consequential to a decades-long 'system' of self-managing schools, and geological actors in the form of damaging earthquakes in 2010 and 2011. The article considers the introduction of voluntary Kahui Ako | Communities of Learning as a policy initiative intended to address achievement and equity concerns by providing support for collaboration. While the policy as articulated focuses on the aspirations and abilities of human actors in leadership roles, I take up ideas around actants, symmetry, alliance and translation to foreground other actors -- both present and long absent -- involved in myriad processes of policy enactment.

A common course activity used by emergency management faculty is the screening of Hollywood disaster films to provide students with an opportunity to apply key disaster concepts they have learned about in lectures. When college courses were abruptly moved online in 2020 as the COVID-19 pandemic began in the United States, emergency management faculty had to quickly modify this assignment to meet the needs of the online format. This article reports the experience of several faculty members in modifying this pedagogical technique by using Twitter, and it identifies unexpected benefits, including the opportunity for professional networking, science communication, and public engagement.

Despite concerted efforts aimed at improving gender diversity in the discipline, the underrepresentation of women continues to persist in the geoscience domain. Research suggests that successful completion of introductory undergraduate STEM coursework is pivotal to the retention of students in STEM major programs and that spatial skills are fundamental to STEM learning at the introductory level. This study examines the relations between a specific type of spatial skill important to geoscience reasoning, perspective-taking skills, and conventional measures of academic achievement (i.e., grade point average and course-based assessment) critical for continuation in STEM major programs. Additionally, this study queries whether or not students' perspective-taking skills improve after five-weeks of introductory geoscience coursework, and if this skill differs between genders. Students enrolled in an undergraduate Natural Hazards and Disasters geoscience course completed a measure of perspective-taking at the beginning and midway through the course. Results revealed that students' perspective-taking skills were not related to their performance on conventional measures of academic achievement, and that they did not improve after five weeks of coursework. However, we did find that men outperform women on the measure of perspective-taking both at the beginning and midway through the course. These findings may have broad implications for interventions aimed at improving the retention of women in geoscience by bolstering women's perspective-taking skills.

This article reports on effects of two earthquakes in Mexico on adolescents attending middle school. The earthquakes struck in close succession during the implementation of a school-based prevention program, providing an opportunity to assess emotional distress due to the earthquakes and whether the life skills taught in the program affected how students coped with the natural disaster. The objectives were to (1) evaluate the earthquakes' impact on students' distress; (2) assess if distress is associated with internalizing symptomology and externalizing behaviors; and (3) investigate if students receiving the original and adapted versions of the intervention coped better with the events. A Mexico-US research team culturally adapted "keepin' it REAL" to address connections between substance use among early adolescents in Mexico and exposure to violence. A random sample of public middle schools from three cities (Mexico City, Guadalajara, and Monterrey), stratified by whether they held morning or afternoon sessions, was selected. A total of 5522 7th grade students from 36 schools participated in the study. Students answered pretest and posttest questionnaires; the latter assessed earthquake-related distress and coping strategies. Earthquake-related distress was associated with all measures of undesired internalizing symptomology and externalizing behaviors. Compared to controls, students in the adapted intervention reported less aggressive and rule-breaking externalizing behavior and less violence perpetration. However, these intervention effects were not moderated by the level of earthquake-related distress, and they were not mediated by positive or negative coping. The findings have implications for prevention intervention research and policy as natural and human-made disasters occur more often.

The case study, H is For Hurricane and M is For Maria explores the public Montessori System of Puerto Rico as an educational philosophy of resilience. The authors present a counternarrative to early literacy development on the island by focusing in on two public Montessori schools from Vieques, Puerto Rico. The study was conducted one year after the passing of Hurricane Maria. Data collected, highlights the strong effectiveness of combining children's home life experiences together with foundational early literacy development. Through this piece, teachers and parents share how they teach early literacy by making the absolute most of what surrounds them physically and culturally. Puerto Rico is poorer than the poorest state yet has had the fastest growth of public Montessori schools, than anywhere else in the United States. Major conclusions state that access to public Montessori education in Puerto Rico offers children an advantage in early literacy development.

The coronavirus disease 2019 (COVID-19) pandemic has increased the risk of psychological distress among adolescents. Moreover, adolescents in 70 countries have suffered simultaneously from the COVID-19 pandemic and flood disasters. Research on the protective role of mindfulness on psychological distress is warranted; moreover, the practical needs arising from disasters require a deeper understanding of the potentially complex interplay between mindfulness and psychological distress. Using social-ecological systems theory, this study examined the moderating effects of self-harm and negotiable fate on the relationship between mindfulness and psychological distress in adolescents suffering from concurrent dual disasters (COVID-19 and flood disasters). High school adolescents (N = 1679; 49.3% adolescent boys) in Zhengzhou, China, completed the Child and Adolescent Mindfulness Measure, Suicide Thoughts and Behaviors Checklist, Negotiable Fate Questionnaire, and Depression Anxiety Stress Scales-21. A three-way interaction model was developed. The results indicate that mindfulness has a significant negative relationship with psychological distress during disasters. Moreover, self-harm and negotiable fate significantly moderated the negative associations between mindfulness and psychological distress in adolescents enduring concurrent dual disasters (three-way interaction effects model). These findings highlight the significance of the interactions between different ecological system factors in the negative associations between mindfulness and psychological distress amid disasters.

This study investigated the effects of behavioral skills training (BST) in teaching earthquake preparedness skills to students with developmental disabilities within a small group arrangement. A multiple probe design across behaviors and replicated across participants evaluated the effectiveness of BST when teaching three high school students to prepare an earthquake emergency kit, do drop-cover-hold, and share location through a personal safety app. All students acquired, maintained, and generalized the target behaviors. Participating students and their teachers had positive opinions regarding the target behaviors, procedure, and outcomes. Limitations and implications for future research are discussed.

Objectives: This case study examined multi-level social-ecological supports in promoting well-being through college students impacted by one of the deadliest wildfires in U.S. history. Participants: College students attending a large public university were surveyed (N = 354, M[subscript age] = 22.7, 76.2% female, 61% white).Methods: Measures included demographics, individual factors (mindfulness, sleep problems), social support (emotional support, family support, and friendship), and sense of community. Multiple linear regression models on well-being were constructed. Results: Findings indicated that mindfulness, sleep disturbances, emotional support, family support, number of close friends, and sense of community were significant predictors of well-being. Conclusion: Findings highlight the importance of universities in proactively bolstering critical social-ecological needs of college students living in communities vulnerable to climate-change accelerated environmental disasters.