Preventing through Sustainability Education: Training and the Perception of Floods among School Children
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Title: | Preventing through Sustainability Education: Training and the Perception of Floods among School Children |
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Authors: | Morote Seguido, Álvaro Francisco | Olcina, Jorge |
Research Group/s: | Clima y Ordenación del Territorio | Grupo de Investigación en Historia y Clima |
Center, Department or Service: | Universidad de Alicante. Departamento de Análisis Geográfico Regional y Geografía Física |
Keywords: | Floods | Climate change | Sustainability | Education | Perception | Prevention |
Issue Date: | 30-May-2024 |
Publisher: | MDPI |
Citation: | Sustainability. 2024, 16(11): 4678. https://doi.org/10.3390/su16114678 |
Abstract: | The global warming process is altering the atmospheric dynamics at mid-latitudes, fostering an increase in the frequency of extreme events. Of these events, floods are those that cause the greatest loss of human life and economic damage in Spain. Education is a key element in preventing these hazards. The objective of this study is to analyze the training, knowledge, and perception that school children (Primary and Secondary education, Baccalaureate) in the Region of Valencia (Spain) have of floods. The research was based on a questionnaire that was administered in different schools and in which 926 students participated. The main results show that only 36.1% have received training in these phenomena, and more than half (54.2%) do not know whether floods are explained in the textbooks. With respect to the perception of these risks, half of the respondents indicate that climate change is increasing the damage caused by floods, and 57.6% believe that it will accelerate them in the future. The study advances the knowledge necessary to establish learning contents and guidelines at the basic levels of education on natural hazards and disaster prevention. |
Sponsor: | This research has been carried out within the framework of the I+D+I project “INCLUCOM-Modelos curriculares y competencias histórico-geográficas del profesorado para la construcción de identidades inclusivas” (“Curricula models and historical and geographical competences of teachers for the construction of inclusive identities”) (PID2021-122519OB-I00), financed by MCIN/AEI/10.13039/501100011033/and by “ERDF A way of making Europe. |
URI: | http://hdl.handle.net/10045/143729 |
ISSN: | 2071-1050 |
DOI: | 10.3390/su16114678 |
Language: | eng |
Type: | info:eu-repo/semantics/article |
Rights: | © 2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). |
Peer Review: | si |
Publisher version: | https://doi.org/10.3390/su16114678 |
Appears in Collections: | INV - CyOT - Artículos de Revistas INV - HYC - Artículos de Revistas |
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