Rizki Arumning Tyas, Insih Wilujeng, Dadan Rosana, Heru Kuswanto, Desy Purwasih
Disaster risk reduction efforts in the education sector not only create a safer environment but also encourage sustainable development. The increasing impact of natural disasters highlights the urgent need for integrating disaster risk reduction education at all levels. This study systematically reviews 78 articles from the SCOPUS database (2015–2023) on disaster risk reduction education implementation, supported by bibliometric analysis for visualization. The study highlights gaps in disaster risk reduction education, including limited subject integration, insufficient use of indigenous knowledge, and misalignment with emerging pedagogies. Although progress in policymaking and curriculum integration is evident, significant practical and strategic barriers remain. DRR education has been implemented through various models, methods, approaches, and learning instructions. However, its connection to cultural and indigenous knowledge is underutilized in practice. The implementation of disaster risk reduction programs, such as policymaking and integration into the curriculum, is still very interesting for further research. In addition, various types of implementations and integration of disaster risk reduction efforts, such as the development of models that combine elements of technology, pedagogy, and content, are also still topics worthy of exploration. The link between disaster risk reduction efforts with higher order thinking skill aspects and 21st-century skills, such as creative thinking skills, critical thinking skills, and problem-solving skills, is also a recommendation for further research. © 2025
Department of Natural Science Education, Universitas Negeri Yogyakarta, Jl. Colombo No 1, Yogyakarta, Indonesia; Department of Physics Education, Universitas Negeri Yogyakarta, Jl. Colombo No 1, Yogyakarta, Indonesia
