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Preventing through Sustainability Education: Training and the Perception of Floods among School Children

Author

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  • Álvaro-Francisco Morote

    (Department of Experimental and Social Sciences Education, Faculty of Teaching Training, University of Valencia, Avda. Tarongers 4, 46022 Valencia, Spain)

  • Jorge Olcina

    (Department of Regional Geographical Analysis and Physical Geography, University of Alicante, Carretera de Sant Vicent del Raspeig, s/n, 03080 Alicante, Spain)

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.

Suggested Citation

  • Álvaro-Francisco Morote & Jorge Olcina, 2024. "Preventing through Sustainability Education: Training and the Perception of Floods among School Children," Sustainability, MDPI, vol. 16(11), pages 1-15, May.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:11:p:4678-:d:1405931
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    References listed on IDEAS

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    1. N. W. Arnell & J. A. Lowe & A. J. Challinor & T. J. Osborn, 2019. "Global and regional impacts of climate change at different levels of global temperature increase," Climatic Change, Springer, vol. 155(3), pages 377-391, August.
    2. Yukun Guo & Jun Zhu & Jigang You & Saied Pirasteh & Weilian Li & Jianlin Wu & Jianbo Lai & Pei Dang, 2023. "A dynamic visualization based on conceptual graphs to capture the knowledge for disaster education on floods," Natural Hazards: Journal of the International Society for the Prevention and Mitigation of Natural Hazards, Springer;International Society for the Prevention and Mitigation of Natural Hazards, vol. 119(1), pages 203-220, October.
    3. Riaz Ahmed & Waseem Barkat & Adeel Ahmed & Muhammad Tahir & Abdul Majid Nasir, 2022. "The Impact of Flooding on Education of Children and Adolescents: Evidence from Pakistan," Water Economics and Policy (WEP), World Scientific Publishing Co. Pte. Ltd., vol. 8(03), pages 1-35, July.
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    1. Esther Roca-Campos & Sara Carbonell-Sevilla & Josep M. Canal-Barbany & Mireia Barrachina-Sauri & Sandra Girbés-Peco & Elisenda Giner-Gota & Ramón Flecha, 2025. "Co-Creating Educational Action to Protect Children After DANA Floods in Spain," Sustainability, MDPI, vol. 17(4), pages 1-23, February.

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