TY - JOUR
T1 - Inclusivity in online and distance disaster education
T2 - A review of educators' views
AU - Samarakkody, Aravindi
AU - Senanayake, Anuradha C.
AU - Malalgoda, Chamindi
AU - Amaratunga, Dilanthi
AU - Haigh, Richard
AU - Liyanage, Champika
AU - Hamza, Mo
AU - Kaklauskas, Artūras
AU - Shaw, Rajib
N1 - Funding Information:
The authors would like to thank the Erasmus+ program of the European Commission for funding the INCLUsive Disaster Education (INCLUDE) project under Grant ID 2020-1-UK01-KA226-HE-094662 . The authors would like to acknowledge the significant contribution to the research process and co-development of the project outputs by all partner institutions, especially Ruchira Yapa, Wageesha Shilpage, and Elizabeth Jackson, University of Central Lancashire; Natalija Lepkova, Vilniaus Gedimino Technikos Universitetas; and Tomo Kawane and Bismark Adu-Gyamf, Keio University.
Funding Information:
The authors would like to thank the Erasmus+ program of the European Commission for funding the INCLUsive Disaster Education (INCLUDE) project under Grant ID 2020-1-UK01-KA226-HE-094662. The authors would like to acknowledge the significant contribution to the research process and co-development of the project outputs by all partner institutions, especially Ruchira Yapa, Wageesha Shilpage, and Elizabeth Jackson, University of Central Lancashire; Natalija Lepkova, Vilniaus Gedimino Technikos Universitetas; and Tomo Kawane and Bismark Adu-Gyamf, Keio University.
Publisher Copyright:
© 2023 The Authors
PY - 2023/12/1
Y1 - 2023/12/1
N2 - Future exemplary education should foster inclusive and respectful learning environments to meet new challenges like digital inequality and power concentration. In the new normal of education due to COVID-19, inclusive online disaster risk reduction (DRR) education is essential. Therefore, this article aims to investigate the current status quo of inclusive online and distance DRR education and its benefits. Expert interviews were conducted with 40 educators with experience in 13 countries. The experts were selected based on their experience in designing and/or delivering courses/modules related to disaster management and/or disaster risk reduction at the tertiary level. The interview questions covered 3 key aspects i.e., 1. the effectiveness of online delivery methods, 2. the status quo of online and distant DRR education and 3. the unique benefits of online education for DRR. The key findings suggest that an online setting works best when it is scientifically designed for the right audience, the right subject area, and the right mix. In creating inclusivity in DRR education, the digital divide needs to be acknowledged and interactive learning should be diversely designed. This study identifies gaps in digital disaster education, urging policy and practice changes to support diverse DRR communities beyond education providers and recipients.
AB - Future exemplary education should foster inclusive and respectful learning environments to meet new challenges like digital inequality and power concentration. In the new normal of education due to COVID-19, inclusive online disaster risk reduction (DRR) education is essential. Therefore, this article aims to investigate the current status quo of inclusive online and distance DRR education and its benefits. Expert interviews were conducted with 40 educators with experience in 13 countries. The experts were selected based on their experience in designing and/or delivering courses/modules related to disaster management and/or disaster risk reduction at the tertiary level. The interview questions covered 3 key aspects i.e., 1. the effectiveness of online delivery methods, 2. the status quo of online and distant DRR education and 3. the unique benefits of online education for DRR. The key findings suggest that an online setting works best when it is scientifically designed for the right audience, the right subject area, and the right mix. In creating inclusivity in DRR education, the digital divide needs to be acknowledged and interactive learning should be diversely designed. This study identifies gaps in digital disaster education, urging policy and practice changes to support diverse DRR communities beyond education providers and recipients.
KW - Disaster education
KW - Inclusive education
KW - Online education
UR - http://www.scopus.com/inward/record.url?scp=85174846792&partnerID=8YFLogxK
U2 - 10.1016/j.pdisas.2023.100298
DO - 10.1016/j.pdisas.2023.100298
M3 - Article
AN - SCOPUS:85174846792
VL - 20
JO - Progress in Disaster Science
JF - Progress in Disaster Science
SN - 2590-0617
M1 - 100298
ER -
