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Abstract
The impacts of recurring disasters on vulnerable urban societies have been tragic in terms of destruction and fatalities. However, disaster risk education that promotes risk mitigation and disaster preparedness has been shown to be effective in minimizing the impacts of recurring disasters on urban societies. Although the recent integration of disaster risk reduction (DRR) into school curricula in developing countries has improved public awareness about hazards and potential disaster risks, its effectiveness in reducing the impacts of future disasters remains uncertain. This article stresses the potential role of disaster prevention education and argues that, even after substantial effort, significant financial, cultural, and technical barriers remain to integrating DRR into school curricula. This critique provides detailed examples that shed light on both the achievements and the challenges that hinder the integration of disaster risk education into school curricula, focusing on the case study of DRR education in Lebanon.
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Author Biography
Hoda Baytiyeh has a PhD in instructional technology from the University of Tennessee (Knoxville), USA. She is an associate professor in the Department of Education at the American University of Beirut. Her primary research areas of interest include online learning communities, engineering education and disaster risk education and mitigation focusing on community and schools engagement.
