Bridging the Knowledge Gap: Evaluating DRR Awareness Among Indigenous Trainee Teachers
DOI:
https://doi.org/10.36777/jag2025.4.1.7Keywords:
Disaster Risk Reduction, Education, School, TeacherAbstract
Disasters have numerous effects on children, who are one of the most vulnerable groups in society. Increasing teachers' knowledge and awareness of Disaster Risk Reduction (DRR) can enhance the overall disaster resilience of the community. Teachers not only educate schoolchildren but also play a key role in shaping school policies and practices related to safety and emergency preparedness. Therefore, this study explores the introduction of DRR education to trainee teachers and evaluates their knowledge of DRR. A quantitative approach was employed to assess the knowledge of trainee teachers. A sample of indigenous trainee teachers from the Teacher’s Training Institute participated in the study. Pre- and post-workshop questionnaires were distributed to participants during a capacity-building workshop, which engaged a total of 40 participants, aged between 18 and 24. Analysis of the pre- and post-workshop questionnaires revealed initial uncertainty among trainee teachers regarding their knowledge of DRR, with a significant increase in confidence after the workshop. After the workshop, there was a notable improvement in the ability to identify various hazards specific to Malaysia, indicating a rise in awareness and understanding. Trainee teachers expressed strong support for incorporating hazard education into the school curriculum, emphasizing its importance for future generations. Overall, the findings highlight the significance of educating both school students and teachers about DRR to enhance community resilience.
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