公益財団法人 セコム科学技術振興財団
研究成果報告書研究課題名幅広いステークホルダーの防災リテラシー向上を目指す「防災・減災教育ハブ」の構築
Construction of a “Education HUB for Disaster Prevention and Reduction”
that aims to improve the literacy for disaster management of stakeholders

研究期間
令和 元年 10 月 ～ 令和 4 年 9 月

報告年月
令和 4 年 12 月
研究代表者
兵庫県立大学 環境人間学部 教授
木村 玲欧
School of Human Science and Environment, University of Hyogo
KIMURA, Reo1

Abstract
In this research, we implemented three studies to improve the literacy for disaster management
necessary for Japan to overcome the "era of major disasters" in the 21st century. First, we clarified
the overall picture of " literacy for disaster management" while collecting and analyzing existing
programs related to education for disaster management (Clarification of the overall picture of theliteracy for disaster management). Second, based on those results, we developed an educational
program using the ADDIE process in Instructional Design theory (Development of disastermanagement education programs). Third, we built an "Internet site for improving the literacy fordisaster management" where citizens, companies, and educators can search, collect, and post disastermanagement-related content on the Internet and share disaster management knowledge(Construction of websites for improving the literacy for disaster management). By organicallyintegrating these three studies, we constructed the "Education HUB for Disaster Prevention andReduction" that aims to improve the literacy for disaster management of stakeholders. In addition,
each study was implemented in the field as a social experiment while collaborating with stakeholders
such as educators, residents, government officials, and business people.
In the first section, “Clarification of the overall picture of the literacy for disaster management,” wecollected and analyzed disaster prevention education programs across the country. As a result,disaster prevention education had three major learning goals: "Knowing disasters," "Preparing fordisasters," and "Acting against disasters." And under the category, it was found that there are eighttypes of educational content.
In the second, "Development of disaster management education programs", based on the results ofthe previous research, we developed "disaster management education programs for weather disasters
such as heavy rain", "disaster management education programs for children with intellectualdisabilities”, “disaster management education program for foreign residents in Japan with 'easyJapanese'” and “disaster management education program for disaster volunteers”. In addition, inorder to learn active learning, which is emphasized in the new government course guidelines, I wrote
a textbook (a collection of systematic educational programs) called "Group Work no Torisetsu(instruction manual of group work)", and each educational program We produced and released a video
that can be understood in about 5 minutes.
In the third, " Construction of websites for improving the literacy for disaster management," weconstructed four websites. First, we constructed "Disaster Management Literacy Hub" that allowsusers to search, post and share disaster management-related content distributed on the Internet.
Second, as one of its functions, we developed a "Teaching Guidance Plan Generator" that caneffectively create a "teaching guidance plan", which is a complicated format for ordinary people, on asingle screen online and create it as a Microsoft Word document. Third, we developed “Disaster
Management Education Literacy Hub'' that provides educational materials in school as systematicunits. Fourth, we developed "Risk Management Business EXPO", which is a community site for2resolving social issues related to disaster management. It was constructed using the concept of the"Disaster Management Literacy Hub". By mutually linking these, it is possible to efficiently collectcontents for improving the literacy for disaster management.

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