Abstract
The study describes, based on the activity theory, the process of transformation from the traditional unidirectional top-down educational activities to the participatory disaster education activities through the
educational training of Nepalese teachers. The training program is characterized by the fact that the teachers
carry out the participatory disaster education, share their practical experiences with other teachers and the
teachers write the disaster education manual rather than external supporters bringing in a disaster education
manual and providing guidance. It also argues that the training approach leads to the continuous
implementation of the education by teachers and the creation of the manual adapted to local conditions.
