<table>
<tr>
<th valign="top">
							Issue
					</th>
<td width="10"></td>
<td>
<div>
											BIO Web Conf.
									</div>
<div><strong>Volume </strong>203, 2025				</div>
				
					                International Conference Biotechnology on Tropical Environment (ICBTE 2025)
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<tr><td class="sep_issue" colspan="3"></td></tr>
</tr>
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<th>
					Article Number
					</th>
<td></td>
<td>03040</td>
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<tr>
<th>
					Number of page(s)
					</th>
<td></td>
<td>9</td>
</tr>
<tr>
<th>Section</th>
<td></td>
<td>Bio Health → Biomedical and Public Health Innovation</td>
</tr>
<tr>
<th>DOI</th>
<td></td>
<td>
<a href="https://doi.org/10.1051/bioconf/202520303040">
					https://doi.org/10.1051/bioconf/202520303040
				</a>
</td>
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<th>Published online</th>
<td></td>
<td>
				11 December 2025
			</td>
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</table>

## Disaster resilience education in international primary textbooks: A quantitative content analysis

Setya Putri Rahayu* and Sri Lestari Linawati

Program Studi of Nutrition, Faculty of Health Sciences, Universitas Aisyiyah Yogyakarta, Yogyakarta, Indonesia

* Corresponding author: This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

Indonesia's geographical position on the Pacific Ring of Fire makes it highly vulnerable to natural disasters, highlighting the urgency of Disaster Resilience Education (DRE) from an early age. This study investigates how DRE is represented in international primary textbooks in Yogyakarta, Indonesia. Using a qualitative design, the study applies discourse analysis to examine how language constructs knowledge, ideologies, and perceptions of disasters. Twelve textbooks from grades 1 -6 were analyzed, but only one contained disaster-related material, comprising five relevant passages. Using a 0-3 scale across four DRE elements (Hazard Knowledge, Risk Awareness, Preparedness and Mitigation Actions, and Response Skills), the analysis showed a strong emphasis on Hazard Knowledge (total score=12), moderate inclusion of Risk Awareness and Preparedness Mitigation (5 each) and a minimal focus on Response Skills (1). The results indicate that while basic hazard literacy is present, textbook lack practical, behavioral needed for disaster readiness. This study contributes empirical evidence of a gap in DRE integration in international schools and highlights the need for curriculum improvement to support disaster preparedness in primary education.

© The Authors, published by EDP Sciences, 2025

This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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