Once a disaster occurs, the school will not only support students and parents but also have various roles such as ensuring student safety, handing over students, establishing a shelter, supporting operations in a shelter, and resuming education. The cohesiveness of the community members are required from emergency response to recovery. In this study, we defined the regional disaster prevention/ disaster reduction HUB as a node that connects residents, resident’s communities, and local government, etc. The main requirements for disaster prevention / disaster reduction HUB in schools are (1) contribution to the enhancement of regional disaster reduction capabilities, and (2) reconstruction of emergency management system at school, and implemented practical efforts in the field of high school. As results, we could suggest the method of creating map among students and residents for contributing enhancement of regional disaster reduction capabilities and improving manual and exercise for emergency management system at school.

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A questionnaire survey clarified the actual situation and challenges of disaster reduction education in Japanese elementary schools, junior high schools, and high schools. The results are as follows. 1) A large number of schools do not provide disaster reduction education, with about 20% of elementary schools, about 30% of junior high schools, and about 40% of high schools. 2) Most schools conduct disaster reduction education only once to three times a year, and systematic education is not provided. 3) Disaster reduction education by each subject, which the Ministry of Education, Culture, Sports, Science and Technology requires, is rarely conducted. 4) Teachers lack knowledge about disaster reduction. 5) Most of the disaster education materials are for passive classes, and there are few materials for active learning that teachers want to use.

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Even though Japanese society currently has many kinds of approaches for disaster risk reduction (DRR) education based on lessons learnt from previous disasters, there are few theoretical studies on the ethical basis regarding DRR education. Therefore, this paper focuses on the necessity of DRR education through theoretical examination of “ethical fiction” derived from the viewpoint of the contingency. As a result, it found that DRR practices necessarily had the advantage in the sense that they had potentiality to create the future unintentionally owing to a struggle with both the contingency and the unknown.

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　The Ministry of Education, Culture, Sports, Science and Technology cites three aims of disaster prevention education, and aims to equip students with “actions” related to disaster prevention when conducting disaster prevention education. However, it cannot be said that disaster prevention “behavior” is evaluated objectively in school education, and methods and scales for objective evaluation have not been developed. In this research, we first developed an evaluation scale for junior high school students and created external criteria. In creating the question items of the evaluation scale, we focused on disaster prevention actions related to earthquakes and tsunamis, and created question items focusing on actions related to “preparation” prior to the occurrence of an earthquake or tsunami. Next, using the evaluation scale, a questionnaire survey was conducted on 394 junior high school students. In the analysis of the questionnaire survey, factor analysis of question items and the relationship with external standards were analyzed, and reliability and validity were examined. As a result, the question items of the evaluation scale consisted of three factors: “Disaster prevention actions at home”, “Disaster prevention actions related to psychology”, and “Disaster prevention actions at local level”. Also, validity and reliability were secured.

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The study discussed the utilization of records of a natural disaster at schools affected by the disaster for future disaster risk reduction. It dealt with a school-based tsunami disaster risk reduction education in Ishinomaki City, Miyagi Prefecture, which is one of the most severely affected areas by the 2011 Great East Japan Earthquake and Tsunami. Examining the history of developing the tsunami disaster education program, it discussed how timings and conditions for the elementary school children to learn from the actual tsunami disaster record of the community. As teaching and learning materials, local and original contents were utilized including locally displayed tsunami records in the community and the ‘Reconstruction Map’ that recorded progress of reconstruction in the school district, made by the school children between 2012 to 2014. The study found that disaster education shifted in 2016 from its focus on recovery to more on disaster risk reduction, five years later from the earthquake and tsunami, when the City experienced an earthquake with a tsunami warning for the first time since the 2011 disaster. This study intends to contribute to the issue of dealing with disaster experiences within school education programs.

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Even though there are already many kinds of approaches for disaster risk reduction (DRR) education based on lessons learnt from previous disasters, most of them take unilateral way of education as the mere imparting of knowledge. Therefore, this study analyzed effects of “interactive approach” of sustainable DRR education by conducting action research for elementary school students in Hirogawa town, in Wakayama prefecture. As a result, it was found that 360-degree interactive experience not only enhanced the students’ willingness to learn about DRR wisdom in the future and but also had residual effects as a memorable experience for a long period.

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　The purpose of this study is to clarify the logic of disaster prevention learning for the purpose of fostering citizenship, focusing on the issues of the community related to local disaster prevention, and elucidating the development of a social studies lesson that explores the ideal way of disaster-resistant towns.The goal principle of this study is to foster citizens who can engage in public discussion to solve problems. When designing learning based on this principle, it is especially important to ensure opportunities to engage with various other people through active utilization of external human resources, and to discuss solutions to issues related to mutual assistance. Is to create.

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　One of the goals of disaster prevention education noticed by the Ministry of Education, Sports, and Culture, Japan, is to gain an understanding about causalities of natural disasters. The author thinks that learning views of primary causes and triggers of a natural disaster is an important goal of science education. For examination of inducing such a goal in science class, a description analysis was carried out by way of reading out causalities of natural disasters from the science education part in “the Course of Study” and its guidelines. The author also shows analyzing results of description in academic books on natural disasters for the purpose of preparation of the class. The author found that there is no description on first causes and triggers except tsunamis and floods in government documents related to science education curriculum for the lower secondary school students. Also he points out that primary causes and triggers of a disaster in academic books are described in sediment disasters field but not in volcanic and weather disaster fields. Finally, the author insists that administrators in education should make high consistency between science and disaster prevention education curriculum and specialists should promote teachers’ knowledge about causes of natural disaster by way of publishing.

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In this study a course on disaster prevention using SDGs was carried out targeting junior high school students, with the goal of practicing disaster prevention and demonstrating the change in interest in SDGs. As a result, the following 5 points could be identified. 1.　Students who want to continue to live in their region have a stronger image of disaster conditions in the event of a disaster, and feel a sense of awareness of disaster damage. 2.　A person who thinks the area they live in is safe, has higher awareness to do something for society and other people. 3.　After experiencing the disaster prevention course, awareness of what will occur in the event of a disaster, and what actions should be taken increased. 4.　Students who responded that they could calculate the amount of water needed by their family showed higher interest in disasters. 5.　Students who responded that they were interested in the latest technology in Japan and the world felt anxiety regarding disaster.

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　This paper collects and analyzes examples of disaster prevention education developments published in the disaster reduction education booklet created by the prefectural board of education. The purpose is to understand what kinds of disaster concerned contents are being taught in subjects and educational activities and to clarify their characteristics. An analysis of disaster reduction education development examples created by each prefectural board of education showed the following trends, ① disaster reduction education development examples unique to the region, ② disaster reduction education development examples related to each subject, and ③ evacuation drills. The examples can be classified into three types of disaster reduction education deployment. In addition, it was found that the main subjects of class activities, social studies, science, life studies, and comprehensive learning are the main subjects used to create examples of development related to disaster reduction education in elementary schools. Furthermore, it became clear that the differences in the content of disaster reduction education in each subject were learned, and that class activities were the subject to learn about disaster response itself.

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The Republic of Vanuatu has been recognized as the most vulnerable country to natural disasters according to the World Risk Report. The immediate tangible and intangible reinforcement of disaster prevention is an urgent and essential issue Vanuatu has to face. In addition, Vanuatu has been trying to improve the quality of education with reforms of basic education in order to achieve the Sustainable Development Goals. This study, based on several official government reports as well as facts found in the investigation on the spot over the last few years, explains the educational reforms of Vanuatu and furthermore discusses disaster resilience education in primary schools that can be a core of intangible disaster prevention measures for Vanuatu.

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Volcanic ash that is abundant in fresh volcanic glasses was collected at Tarumi-Hyuga site in Kobe. The volcanic ash was identified as the widespread tephra named Kikai-Akahoya volcanic ash composed of bubble type glasses less than 1mm length. We gave a lesson for volcanic disaster prevention observing the volcanic ash as a teaching material. In consequently, some university students changed their image of volcano and grew up their intension for the volcanic disaster by the lesson. The volcanic ash sample is quite able to be an effective teaching material as an education for volcanic disaster prevention in no active volcanic area.

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The Japan Meteorological Agency (JMA) has been working to improve disaster reduction information by introducing special warnings and other measures in response to the frequent occurrence of weather-related disasters that cause significant social losses. However, more technical and specialized weather information is not always well understood by the public, who are the recipients of such information. In this study, therefore, the idea of “Local Weather Information” was the focus of our efforts to transform weather information into information that is more localized and familiar to the public, and to make it more relevant to people’s lives. Action research was conducted with the aim of helping students learn to think of disasters as “my own affairs”. As a result, the students began to associate disasters with their own lives and to learn proactively and describe them as “my own affairs”.

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