We have experienced many disasters in the past. It is important not only to prepare for the next disaster, but also to learn lessons from past disasters. This study suggested the method of building disaster digital archive by participation of inexperienced youth in disaster through examples of 1995 Great Hanshin-Awaji Earthquake and the 1938 Great Hanshin Flood. In the case study of 1995 Great Hanshin-Awaji Earthquake, we could develop data entry application based cloud GIS and collect information from survivors efficiently. Students of unaffected generation by the disaster could also know various kinds of stories from survivors. As a result, we could build and share disaster digital archive by participation of inexperienced youth in disaster in the case study of the 1938 Great Hanshin Flood. This study will contribute how to build disaster digital archive regarding to past disaster.

View full abstract

With the global epidemic of COVID-19, it has begun to have a significant impact in educational settings. In this study, we focused on nursery facilities to obtain risk images of COVID-19 as a disaster or a disease, and to examine the effect of these images on awareness of infectious disease countermeasures. We also examined whether parents who have a high awareness of infectious disease countermeasures may undermine the trust of nursery staff who are in charge of their own children, because too high an awareness of infectious disease countermeasures is not feasible in nursery facilities. As a result, the risk perception of COVID-19 improved parents’ awareness of infectious disease control measures. In addition, physical condition management positively influenced parents’ confidence in their child’s nursery staff, while limited contact and the desire to establish a network negatively influenced parents’ confidence in their child’s nursery staff.

View full abstract

In this study, it is created a new teaching material to learn the rolling stockpile method and the knowledge to solve nutrition problems in the event of a disaster. The name of the card-type active learning material is “Let’s learn about food stockpile!””. In this paper, the development process, the contents of the teaching materials, and the characteristics of the teaching materials were explained.In addition, we conducted a lesson that actually used the teaching materials and verified the educational effect. Verifying the educational effect of teaching materials through conducting a lesson to participant in community events. As a result, participants were able to see the food stockpiling problem as “oneself”. It also led to a reexamination of the nutritional balance of the stockpile at home.

View full abstract

We conducted a survey of university students who had been restricted in their behavior by the declaration of a state of emergency due to a new type of coronavirus infection (COVID-19), to determine their actual behavior toward the media during that period. As a result, the following three criteria were achieved: “not passive towards the media, but active in acquiring and examining information on their own,” “relativity to make full use of all kinds of media, and to be able to compare and select the right information,” and “objectivity to maintain an appropriate social distance from the media and to manage oneself calmly in an emergency situation.

View full abstract

The importance of sustainable disaster risk reduction (DRR) education in schools has been increasingly recognized since the Great East Japan Earthquake. Therefore, in this study, action research and multilateral analyses were conducted by co-producing a weekly school broadcast program of DRR at a public elementary school in Kobe city for a six-year period. As a result, it was found that long-term DRR education project had potentiality to create a broad spectrum of opportunities among students according to not only their levels of understanding but also degree of interest, without mannerism.

View full abstract

In the present of frequent natural disasters, it is necessary to prepare for disasters based on the benefits of nature and the understanding of disasters, which is a negative aspect of nature. I In this study, we examined whether the education of geology and geography in high school can contribute to the acquisition of disaster reduction literacy, which is important for disaster preparedness, and the fostering of disaster reduction awareness that it is important to practice based on it. It was considered by analyzing the questionnaire conducted to university and high school students. As a result, we recognized the following facts; (1) systematically structured learning about understanding natural phenomena including disaster mechanisms and preparing for them (disasterreduction) leads to improvement of disaster reduction awareness, (2) the learning of geology and geography in the current high school is not sufficient for raising disaster reduction awareness, disaster preparedness and countermeasures, but it is effective, and (3) there are not enough opportunities to learn about geology and geography, and disaster reduction in them. In order to further improve disaster reduction awareness, it is necessary to foster students’ ‘awareness of self’. For that purpose, we should provide disaster reduction education contents including the natural environment and disaster history peculiar to the region. In addition, it is important to develop an educational environment where all students can study geology and geography.

View full abstract

Even though many student volunteers had supported the sufferers in a disaster area since the 1995 Kobe Earthquake occurred, there were not many empirical study on educational effects of disaster volunteer experience on university students. Therefore, in this study, web questionnaire survey was conducted for IVUSA (International Volunteer University Student Association) members who had experienced disaster volunteer work in various regions. As a result, it was found that they took their irreplaceable experience positive as their lives’ nourishment that enrich their lives in normal situations as well as emergent situations.

View full abstract

In this report, the need of nursing care person and the foreigner visit to Japan are taken as weak people for disaster. As a preliminary investigation about dissemination of disaster prevention information, Interviews are conducted for a center of the need of nursing care person and the foreigner visit to Japan. As a result, it becomes clear that the accident correspondence in the night for the center of the need of nursing care person and communication with a neighborhood resident for the foreigner in Japan are important points.

View full abstract

This paper addressed the current states of school disaster education (elementary and junior high schools) in coastal areas of three prefectures (Iwate prefecture, Miyagi prefecture, and Fukushima prefecture) affected by the Great East Japan Earthquake (March 11th, 2011) by a questionnaire. The paper analyzed overall current state of the disaster education (e.g., contents, materials, and challenges) in the ninth year of the disaster. The results showed that a) “Nuclear power plant accident”, “Damage scale (e.g., the number of victims)”, “Characteristics of behavior and cognition in a disaster”, “Reputational damage”, “Situation of your school (area) at the moment of the disaster” were not tend to be taught in schools. b) The education primarily took place in “Emergency drill”, “Special activities”, “Social studies”, “Sciences”, “Ethics”, and “Comprehensive learning” periods. c) “Textbook”, “Supplementary reading material written by prefectures”, “Supplementary reading material written by municipalities”, “Hazard map/Disaster prevention map”, and “General pictures” were apt to be used in schools. d) Most of all educators conducted the disaster education collaborate with local communities. e) Half of schools thought that their disaster educations are sufficient. f) More than half of schools did not visit a facility or area outside the school for the education. This study shed light on the overall current state of the school disaster education in coastal areas of three prefectures in the ninth year of the disaster.

View full abstract