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The current and ongoing challenges brought on by climate change will require future scientists who have hands-on experience using advanced molecular techniques, can work with large data sets, and can make correlations between metadata and microbial diversity. A course-embedded research project can prepare students to answer complex research questions that might help plants adapt to climate change. The project described herein uses plants as a host to study the impact of climate change-induced drought on host-microbe interactions through next-generation DNA sequencing and analysis using a command-line program. Specifically, the project studies the impact of simulated drought on the rhizosphere microbiome of Fast Plants rapid cycling "Brassica rapa" using inexpensive greenhouse supplies and 16S rRNA V3/V4 Illumina sequencing. Data analysis is performed with the freely accessible Python-based microbiome bioinformatics platform QIIME 2.

Two major earthquakes, measuring 7.8 and 7.5 on the Richter scale, occurred within a nine-hour period in Türkiye's southern region on February 6, 2023. These earthquakes affected 11 provinces, including various aspects of life such as education. Consequently, the Higher Education Council (YOK) in Türkiye postponed the commencement date of the spring term in all higher education institutions until further notice. To support the affected universities, YOK paired eight universities from the impacted areas with eight other universities to collaborate in commencing and conducting educational practices. This study aimed to investigate how Amy, a senior English lecturer at one of these host universities, negotiated her teacher identity while supporting an earthquake-affected university. The participant was selected through the purposeful sampling method. Data were collected through semi-structured interviews and written teacher reflections to gain a better understanding of identity negotiations during times of uncertainty. The content analysis method was used to analyze the data. The results of this qualitative case study suggest that English as a Foreign Language (EFL) teachers negotiate their identities in response to challenging crises. One of the significant findings of this study is that EFL teachers need to learn how to manage trauma-sensitive classrooms by employing strategic adaptations to minimize the impact of crises.

Advances in technology have significantly augmented the potential of online education, particularly during crises, such as COVID-19, earthquakes, hurricanes, and floods. This qualitative survey study ascertains 150 English-as-a-foreign language (EFL) learners' perceptions of the efficacy of online language education in a preparatory school of a state university after the Kahramanmaras earthquake in Türkiye in 2023. Data were gathered via an online survey with open-ended inquiries to elicit favourable and adverse experiences and recommendations from students. In order to ensure the thorough and systematic analysis of the collected data, a rigorous methodological approach was employed. Specifically, the data were analyzed through content analysis, facilitated by the MAXQDA. The research outcomes revealed that the participants appreciated online language education for its time-saving nature, comfort, ease of attendance, access to recorded sessions, teacher support, and cost-effectiveness. However, some students also considered online education ineffective and reported challenges, such as technical issues, diminished concentration, lack of motivation and discipline, limited interaction, and class participation. EFL learners also provided suggestions for improving the curriculum, assessment methods, and instructors' teaching approaches.

This research was conducted to analyze integration disaster education strategies in elementary schools located in disaster-prone areas. This research is qualitative research using descriptive design. This research used interview instrument in data collection. The respondents were 23 elementary school teachers in Sleman Regency, Special Region of Yogyakarta. The results found that the integration of disaster education is carried out through subjects, study tours, discussions, and simulations. Strategies implemented in the integration of disaster education with interesting learning media, disaster training, improvement of school facilities and infrastructure, updating school disaster documents, and cooperation with disaster management institutions. The integration disaster education model expected by teachers is in the form of a website that contains separate materials for teachers and students. The website is expected to contain simple material packaged in the form of pictures, videos, sounds, animations, games, quizzes and songs. Maximizing integration disaster education strategies can be done by improving the internal and external quality of schools. School support, cooperation with disaster management stakeholders, the active role of teachers, and the support of school principals' policies in preparing for integration disaster education learning is expected so that disaster education can be implemented sustainably.

As coastal populations grow, so does the exposure to natural hazards such as hurricanes and flooding, creating the potential for increased social and economic disasters. The literature indicates coastal residents remain complacent when planning before, during, and after an event. There is a growing successful use of serious games in natural resources planning, and a growth in the use of digital and electronic games. We developed the serious digital game Plan for It! in response to identified needs and to capitalize on the public's familiarity with gamification and digital gaming.

Growing evidence warns about the detrimental effects of the stress induced by natural disasters on learning outcomes. Yet less is known about how political leadership could mitigate the adverse exposure to these events. Exploiting a natural experiment--the massive 2010 earthquake in Chile--as an exogenous shock and using fine-grained student data, we find that school disruption has a short and long-term impact on students' test scores. Moreover, our results indicate that learning losses were more pronounced in municipalities with a first-term mayor, in contrast to a nonsignificant effect in municipalities with a reelected one. We show that one of the pathways accounting for these effects is the ability of experienced bureaucrats to mobilize educational resources, highlighting the relevance of managerial capacities in times of crisis.

Using National Vital Statistics Birth and Fetal Death Data from 1995 to 2020 linked to county-level information on wildfires, we use variation in wildfire timing to examine how effects of wildfire exposure on infant health vary by maternal education. Results indicate that wildfire exposure increases the likelihood of low birth weight and fetal death, but effects vary by both trimester and maternal education. Mediation analyses suggest the variation by maternal education reflects selective survival and unequal sensitivity, rather than differential parental response to wildfires. In addition, mediation analyses suggest that maternal behaviors explain a greater share of the relationship between wildfire exposure and infant health than air quality. Wildfires may therefore reduce infant health through stress.

Floods cause extensive damage in high-income countries, including the United States, but problems are more severe in low- and middle-income countries (LMICs) that lack preventative and mitigating infrastructure. Marginalized children's education in LMICs might be particularly vulnerable. Using the Indian Human Development Survey, we investigate flood exposure implications for the education of school-age rural children, paying particular attention to children from marginalized groups. Results show that lower-caste Hindu, Muslim, and poorer children with less-educated parents in agricultural households are more likely to experience flooding. Interactions between flooding and marginalization characteristics indicate that flood exposure is associated with disproportionately negative learning outcomes for girls and that economic resources may mitigate flood exposure effects on delayed school progress. While greater exposures for marginalized groups are concerning, the limited number and modest magnitudes of documented negative effect heterogeneities for marginalized children are somewhat better news.

Paying reparations to Black Americans has long been contentiously debated. This article addresses an unexamined pillar of this debate: the United States has a long-standing social norm that if an individual or community has suffered a harm, it is considered right for the federal government to provide some measure of what we term "reparatory compensation." In discussing this norm and its implications for Black American reparations, we first describe the scale, categories, and interlocking and compounding effects of discriminatory harms by introducing a taxonomy of illustrative racial harms from slavery to the present. We then reveal how the social norm, precedent, and federal programs operate to provide victims with reparatory compensation, reviewing federal programs that offer compensation, such as environmental disasters, market failures, and vaccine injuries. We conclude that the government already has the norm, precedent, expertise, and resources to provide reparations to Black Americans.

Indonesia's geographical positioning along the 'Ring of Fire' exposes it to frequent seismic activities, making effective disaster mitigation education crucial. Current educational strategies may not adequately foster the necessary empathy and understanding among students regarding the socio-environmental impacts of disasters. This study aims to develop and evaluate a digital learning platform designed to enhance GeoCapabilities in students, particularly focusing on the social-environmental empathy dimension. The objective is to improve students' empathetic responses to disaster scenarios through integrated disaster mitigation pedagogy. Utilizing the design-based research method, this research involved a systematic blend of iterative development and evaluation phases to refine educational interventions. Data collection was achieved through a combination of qualitative feedback from students and quantitative pre-and post-test measures to assess empathy levels. Data analysis involved statistical testing to determine the effectiveness of the digital learning platform in enhancing empathetic capabilities among learners. The research reveals that the digital learning platform (D-Learning), significantly improves students' empathy towards disaster impacts. Students demonstrated a deeper understanding and emotional engagement with the content, highlighting an increase in their ability to empathize with affected communities. The findings suggest that the scalability of D-Learning can be tailored to different regions, providing a valuable tool for enhancing disaster preparedness worldwide. The integration of technology and empathy-focused pedagogy in disaster education could serve as a model for developing similar educational programs globally, aiming to foster a more resilient and empathetic future generation.

Education on sustainability is a crucial goal that requires a transformative shift in teacher education to drive meaningful changes oriented to action. A cross-sectional study with an exploratory design investigated preservice science teachers' perceptions regarding teaching sustainable citizenship, specifically focusing on the climate crisis and earthquakes-tsunamis. The study was conducted in two Chilean universities with similar teacher preparation programs. The team designed a podcast series, which was used and evaluated by the 13 participants through action research. Three group discussions explored their perceptions of the resources, as well as the aims and challenges of teaching sustainable citizenship and the podcasts. We used Grounded Theory steps, including triangulation by the researchers to ensure reliability, to qualitatively analyse the data. The results reveal a constraint on teaching in areas where the participants lacked the necessary preparation and background knowledge as students and preservice teachers. The main challenges were related to interdisciplinarity, the social dimension of socio-scientific issues and context-responsive teaching methods. The perceived aims were the development of students' critical thinking, informed positioning, and encouraging active citizen participation. Preservice teachers found the podcast series to be a valuable new epistemic and pedagogical resource that can support their efforts to teach sustainable citizenship and implement pedagogical strategies. The autonomous usage of the device triggered reflection processes, particularly regarding the human rights perspective, which unveiled the socio-political dimensions inherent in science education. It promoted personal re-positioning as active citizens and educators and empowered them to seek out and pursue the changes needed to reshape future classrooms. We discuss these findings in the context of teacher preparation and the use of educational technology in teacher education.

In the face of the unpredictable nature of crises, it is expected that school principals exhibit behaviors aimed at maintaining the psychological well-being of teachers, students, and parents along with the educational processes. The sudden occurrence of the February 6, 2023 earthquakes, has presented an important crisis situation in which school principals are expected to display the desired behaviors. This research aims to reveal to what extent school principals demonstrated their crisis management skills in the context of the February 6, 2023 earthquake and what behaviors they exhibited during crisis management processes, based on teachers' opinions. The research was carried out with a mixed method approach in which quantitative and qualitative research methods were used together. The sample of the research consisted of 295 teachers, and the study group consisted of 18 teachers selected from the same sample by purposeful sampling method. Quantitative data of the research were collected using the crisis management scale, and qualitative data were collected using a semi-structured interview form. According to the quantitative results of the research, it was determined that the crisis management skill levels of school principals were "mostly" in the pre-crisis and post-crisis periods, and "sometimes" during the crisis period. When teachers' opinions were examined, it was seen that school principals were unprepared for crises arising from natural disasters such as earthquakes and that they mostly followed the Ministry of National Education guidelines and therefore lacked initiative. School principals who were able to take initiative took action to support the psychological health of teachers, students and parents by meeting their needs and gained their trust.

Purpose -- Balochistan, which makes up roughly 44 percent of Pakistan's total land area, is home to 6 percent of the nation's inhabitants. Due to long distances and low population density, service delivery is particularly challenging. The province's educational services are impacted by natural disasters like earthquakes, floods, droughts, and migration. Disaster risk reduction is a widely recognized concept that emphasizes appropriate education to lower an individual's personal, familial, and communal vulnerability. The role of the school is crucial in Disaster Risk Reducation (DRR) education. As a result, the study's goal was to explore the approaches adopted for the inclusion of DDR through teaching in classroom and school activities. Methodology -- A focus group discussion with three groups of Pakistan studies and Geography teachers was conducted that consisted of 10 male and 14 female members. Findings -- Findings demonstrate that the current textbook continues to teach students less about disaster risk reduction; teachers include knowledge from their personal experience in planning lessons about DRR. School assemblies, child clubs and activities designed by school management, and social organizations play a prominent role in DRR education. Further, the role of teachers and school management was identified in psycho-social support during disasters and pandemics. Significance -- The study concludes that in addition to extracurricular activities and the teacher's role, prior disaster experience, school, and social organization played a significant role in DRR education in rural Balochistan. The study results will assist curriculum developers, policymakers, and education leadership in developing more effective school disaster management plans. The results will also clarify how schools and teachers can close the knowledge gap in disaster preparedness education. Organizations working on disaster risk education and education in emergencies will also benefit from additional research to respond to the need readily and effectively.

This article explores the multifaceted role of education in strengthening crisis communication strategies, particularly using the 2023 Kahramanmaras Earthquake as a primary case study. It delves into the crisis communication techniques employed during the earthquake, highlighting challenges in coordination, communication gaps, and the inadequate use of technology in emergency response efforts. The study emphasizes the necessity of enhancing coordination among response teams and employing digital platforms for real-time information sharing. It also proposes recommendations to increase public awareness and outlines future research perspectives. In summary, this research underscores the critical importance of education in reinforcing crisis communication strategies, offering practical insights for their development based on the experiences from the Kahramanmaras Earthquake.

This research explores the perceptions of preservice teachers in Turkey in terms of their preparedness for various disasters, including epidemics, earthquakes, fires, and floods, all of which have profound social and economic impacts on education. Using a descriptive survey model, the study examined the responses of 512 preservice teachers at a single university across all levels of their educational program. The survey, conducted digitally due to the pandemic, consisted of 70 questions. Findings reveal inconsistent levels of confidence and readiness across different types of disasters. For instance, while most preservice teachers understand the severity of the coronavirus and are concerned about the long-term effects of protective measures, the majority admit to a lack of preparedness for earthquakes. While they lack practical experience with fires, they are conversant with various fire safety measures. Their understanding of and preparedness for floods, however, were limited. The study highlights the critical need for comprehensive disaster education and readiness training for preservice teachers, suggesting the urgent need for reliable, scientifically backed information.

Considering the projected impacts of climate change in upcoming decades, innovative educational approaches should encourage inventive problem-solving techniques and societal change, fostering transformative climate adaptation. The value of drama in climate adaptation education remains a novel area in the environmental education research literature and requires further exploration of its potential benefits to Climate Change Education (CCE). This article presents a proposal for CCE to include various elements in a drama workshop by evaluating a methodological framework. Participants in the workshop studied the vulnerabilities that arose from flooding and droughts while dramatizing different social conflicts to develop building adaptation scenarios. Through the exploration of problems via playful activities, participants collaboratively construct narratives and texts rich with meaning, based on a critical and creative perception of themes, needs, desires, and overlapping ideologies. This short-term experience manifests efficacy in elucidating the underpinnings of social systems structures, human values, and motivations. This article analyzes workshop results, providing a pedagogical structure and theoretical foundation, contributing to a better comprehension of drama in education and the creation of capacities towards CCE.

This study examines the experiences of 17 teacher candidates who participated in a literacy-focused service-learning initiative in the aftermath of destructive tornadoes in their community. In response to the natural disaster, the Literacy Ambassadors, composed of university literacy faculty and teacher candidates, sought to address the critical need for book access among area students impacted by the tornadoes. Over the course of 8 months, researchers collected initial questionnaires, participant reflections, meeting transcripts, and anecdotal notes as the group met to learn about book matching, text complexity, and to acquire, sort, and curate book bags for individual preK-12 students. Books were shared with community members on three occasions--two occurred 12 months after the tornadoes and served eight schools; another occurred 16 months after the event and served one school. Participants revealed themes of shifting identity, a developing understanding of the complexity of literacy, and the relational power of literacy--offering valuable insights into the impact of community engagement on teacher candidates in response to disaster. These findings support previous research that emphasizes the potential of service-learning as real-life experiences that address community needs while simultaneously enriching the professional growth of future educators.

The Journey of Hope (JoH) is an evidence-based behavioral health prevention intervention model designed for disaster-affected children and youth. While the in-person JoH model has been extensively delivered and studied, the virtual implementation of this intervention, specifically tailored for the unique needs of children and youth during the COVID-19 pandemic, has not been previously explored. In this context, authors of this article adapted the JoH to a virtual delivery model, aiming to provide access to behavioral health preventive services for children and youth during the COVID-19 pandemic when in-person services were not feasible. This adaptation, utilizing the dynamic adaptation process (DAP) and community-based participatory research (CBPR) principles, was carefully designed to meet pandemic-related challenges while maintaining the core components of the original intervention. The primary objectives of this article are twofold: (1) to provide an overview of the theoretical and conceptual underpinnings of the JoH-C19, including the framework that guided the adaptation, and (2) to describe the virtually adapted curriculum and initial pilot of the JoH-C19. This adaptation represents a crucial step in ensuring the accessibility of virtual behavioral health interventions for young populations facing various collective traumas and challenges in a rapidly evolving world.

The earthquakes which struck Nepal's capital in 2015 were humanitarian disasters. Not only did they inflict tragic loss of life and livelihoods, they also destroyed parts of the Kathmandu Valley's unique UNESCO World Heritage site. These monuments were not just ornate structures but living monuments playing central roles in the daily lives of thousands, representing portals where the heavens touch earth and people commune with guiding deities. Their rehabilitation was also of economic importance as they represent a major source of tourist income and employment. Unfortunately, the social and political desire for rapid reconstruction resulted in the swift removal of many traditionally constructed foundations and their replacement with modern materials without assessments of whether they contributed towards the collapse of individual monuments. These actions, combined with the wholesale removal, mixing and dumping of modern and historic debris, contributed to a second, equally destructive, cultural catastrophe -- irreversible damage to Kathmandu's Medieval fabric, in a process which frequently excluded local communities and custodians. This case study draws from our collective reflections and lessons learned from our attempts to enable equitable and ethical research partnerships between UK and Nepali colleagues as well as local communities in the debris of the Kasthamandap, Kathmandu's eponymous monument. After briefly describing the potential of mobilising archaeologists in post-disaster contexts and outlining the challenges of undertaking research in such a setting, our case study utilises the TRUST Code to assess the character and success of our multidisciplinary collaboration in a time of crises.

Disasters, natural and human-made, occur within children's lives and often have traumatic effects on their well-being. Early childhood educators must be prepared to support children's social-emotional learning related to disasters. When teachers use quality picturebooks for interactive read-alouds, they can promote opportunities for children to share their thoughts and views and consider the feelings of others while developing empathy. This article will define disasters, social-emotional learning, and interactive read-alouds. Next, the benefits of incorporating interactive read-alouds into the early childhood classroom will be discussed. Building social-emotional learning through the use of picturebooks will be shared. In addition, incorporating children's picturebooks about disasters and text selection, with an annotated list of literature that relates to disasters and supports children's social-emotional learning, is included. Finally, connecting with children's families and encouraging read-louds in the home to support social-emotional learning will be described.

Traumatic events are becoming more prevalent in youth, especially considering the increase in disaster exposure, impacting the wellbeing and mental health of youth. Youth in rural communities are more adversely impacted due to a lack of access to available support and services. Interventions geared toward treating traumatic stress are needed for youth residing in these communities. The Cognitive-behavioral Intervention in Schools is a school-based trauma-focused group therapy intervention geared for adolescents between 5 to 12th grade who have experienced traumatic events. The aim of this study was to test the feasibility, acceptability, and preliminary effectiveness of CBITS in a rural community impacted by a natural disaster. This study utilized a non-probability sample of youth attending primary and secondary school in a rural community impacted by Hurricane Michael. Data collection occurred with youth and parents at three-time points: pre-, post- and three months post-intervention. Feasibility and acceptability were measured through count data of referrals, assents/consents, and the number of sessions attended. Outcomes explored improvement in trauma symptomology and problem-solving skills. Results showed CBITS is a feasible and acceptable intervention for youth exposed to a natural disaster. Results of the outcome measures showed significant differences between baseline and three-month follow-up and from the post-test to the three-month follow-up on the youth self-report. Parent proxy report showed a significant decrease in PTSD symptomology from the post-test to the three-month follow-up. To examine predictors of improvement at follow-up, a regression analysis was conducted. Results showed that trauma exposure and gender were significant predictors for trauma symptom follow-up scores on the youth self-report. Youth trauma experiences vary, but for youth impacted by natural disasters, CBITS may be a feasible and acceptable intervention. School-based interventions are integral for serving youth who may not receive trauma intervention otherwise, especially for those in rural communities.

This paper is a case study of clinical supervision to support early childhood leaders in times of a natural disaster. The case is of five Directors working in long day care services in regional New South Wales, and their Manager, following catastrophic flooding in the region. Data were gathered through individual interviews and thematic analysis conducted. The paper summarises the emotional and professional burdens experienced by the participants as a result of the flood. The case study identifies the benefits of clinical supervision for these leaders' personal wellbeing and professional practice during natural disaster, and highlights the need for clinical supervision to be delivered by skilled, trauma-informed supervisors who understand the early childhood context. Some challenges to clinical supervision are identified. Arguments are made for supervision to be provided and sustained to support early childhood leaders in both the emergency and recovery periods of experiencing a natural disaster.

As computational methods are widely used in science disciplines, integrating computational thinking (CT) into classroom materials can create authentic science learning experiences for students. In this study, we classroom-tested a CT-integrated geoscience curriculum module designed for secondary students. The module consisted of three inquiry investigations that were age-appropriately translated from the computational practices of volcanologists who study tephra hazards and risks. We developed a domain-specific, block-code-based computational modeling environment where students carried out 1 of the 3 science practices in each inquiry investigation: experimentation, data visualization and interpretation, and modeling. We examined (1) student learning outcomes using pre- and post-tests and (2) student reflections on the computationally supported science practices surveyed at the end of each inquiry investigation during the module. Results indicate that students made statistically significant gains in science content as well as in computationally supported experimentation, data visualization and interpretation, and modeling practices. Over 80% of students identified different ways in which block coding supported their practices during inquiry investigations. Based on these findings, we discuss implications for the future development of computationally supported inquiry investigations in science.

The study focused on environmental security in relation to international and national aims of Education for Sustainable Development (ESD) to explore if ESD can be understood as being part of a globally implemented securitization process with national empirical studies in Sweden. The perception of environmental threats was first set with regard to international environmental agreements and, mainly, UNESCO's policy aims of ESD. Expressions, statements and undertakings related to environmental threats were examined through a content analysis of education reform policies. Results demonstrated that the implementation of ESD varied depending on the usage of educational programs and individual understanding of ESD at different societal levels. Individual initiatives among teachers played a significant role in this process. It was also shown that securitization took place both horizontally and vertically and that securitization could be re-activated at the existing societal level although the previous one had ignored the impact of environmental threats to society.

This article presents the epistemological complexity inherent in the roll out of an international project on Disaster and Risk Reduction, and consequently about science education in the Indigenous context of Turkana County in Kenya. After an introduction that explains the current state of Disaster and Risk Reduction, the paper focuses on the 'Paper Volcanoes Laboratory' program and toolkit for children and teachers, which aims to spread awareness about natural hazards among children. The paper argues that the geographical, social and educational context where the project is carried out is critical to consider, and decolonial studies provide a conceptual and theoretical framework for this project. This allows to recognize reproduction of infantilization of Indigenous people and children through Western knowledge and science if implemented without consideration for local contexts, and demonstrates how Western educational projects have been a tool of discrimination and colonization. However, at the same time, it opens up the possibility for a dialogue and an encounter between the different epistemologies present in a project that was conceptualized within the Western context, but is to be carried out in Turkana County in Kenya.

Parts of this contributing article for educators was taken from a presentation given on December 1, 2022, by Dr. Patrice J. Pinder in collaboration with the University of the West Indies' (UWI) Mona Faculty of Science and Technology who hosted a UNESCO sponsored Disaster Heritage Webinar, i.e., Disaster heritage -- Jamaica National Commission for UNESCO (jncunesco.gov.jm). The webinar presentation focused specifically on natural disasters such as catastrophic storms or hurricanes like the powerful Category 5 Storm--Hurricane Dorian, which hit the Bahamas' northern islands of Abaco and Grand Bahama on September 1, 2019. Hurricane Dorian caused major damages to homes and properties, and resulted in loss of lives. The presentation and this current paper were developed as educational advisory guides to give teachers and other education professionals ideas on how to help young children to cope after natural disasters. Thus, it is important for teachers to help young children (students) to undergo various coping mechanisms in order to build resilience. Using stories/storytelling sessions, games, and comic sketches are some of the suggested tools and strategies that can be used with young children to help them better cope after psychologically disturbing events like the Bahamas' Hurricane Dorian.

Islamic university students in Indonesia must improve disaster literacy by developing science-Islamic integrated disaster geography textbooks. This study aims to determine the appropriateness of science-Islamic integrated disaster geography textbooks and the effect of using them on students' learning outcomes. The Dick and Carey model was used in this development. The product was validated by experts in material, design, and the integration of Islamic science and tested on students and lecturers on a limited basis. The experiment subjects were 27 Social Science Education students from Universitas Islam Negeri Maulana Malik Ibrahim Malang. Instruments are in the form of a questionnaire to determine the appropriateness of the book and test questions to determine the effect of book products on learning outcomes. Data were analyzed descriptively and using an independent sample t-test. The results showed that science-Islamic integrated disaster geography textbooks were appropriate for use in learning with an effective category (appropriateness score = 81.08%). The use of science-Islamic integrated disaster geography textbooks affected students' learning outcomes (p=0.000) < [alpha]=0.05). Further research suggests developing digital books on other materials because the Islamic science integration curriculum has been proven to improve students' learning.

With the United Nations' Sustainable Development Goals in place, the quality of teacher education is a global concern. With so much talent mobility and brain circulation, any migration of low-quality educators from one region will affect the quality of education in the destination part of the global village. The study examined how the interplay in the aftermath of the cyclones, COVID-19, supervisors' quality, and student characteristics impacted student-teachers' experiences during the scrambled teaching practice supervision model. Thematic and content analyses of data from document analysis and semi-structured interviews from purposefully sampled Southern Africa Development Community countries revealed that relying on physical teaching practice supervision negatively impacts assessment, especially when even non-specialists are involved in the supervision. Educators' inadequate pedagogical content knowledge, space effect, and multiple exposures to assessment compromise teacher education amidst pandemics and natural disasters. The study recommends migration to computer-based online supervision strategies as a mitigation strategy. Recommendations for an educational policy, practicum, and architectural adaption are discussed.

Researchers and practitioners in the United States increasingly promote phenomena-based instruction in science that supports the development of a coherent storyline throughout the unit. Questions about "who" is constructing the science storyline and "how" still remain. Employing a qualitative ethnographic case study approach, we explore how three Latinx female students authentically contribute in their high school chemistry class and change the science storyline originally developed by the teacher. Data include over 950 min of video recordings, student artifacts, and interviews collected from a unit about reaction rate, which was contextualized by students' experiences with a local wildfire. The analysis points to three instructional moves that appear to play an important role in shifting the collective storyline: connecting to Latinx students' personal concerns, moving across multiple figured worlds, and recognizing students' epistemological contributions. Implications for supporting minoritized students are discussed.

Baima Tibetan folk songs are an integral part of the Baima Tibetan music culture. They are performed in diverse styles, including solo, duet, lead singing, round singing, and chorus. The objective of the study was to explore the significance of Baima Tibetan folk songs as a resource for literacy education in Chinese music history. By engaging with key informants divided into three groups -- scholar informants, casual informants, and general informants. The result of this study reveals that ritual music holds deep roots in religious beliefs and is performed during sacrificial ceremonies, marriage ceremonies, and funeral ceremonies. Dance music culture reflects the collective nature and community cohesion of the Baima people, with dances like the fire circle dance serving as prominent expressions. Folk songs encompass a wide range of themes, including labor, wine, wedding, and love, showcasing the diverse musical expressions within Baima Tibetan society. The unique rituals, dances, and songs of the Baima people contribute significantly to the preservation and celebration of their rich cultural heritage. This study highlights the educational potential of Baima Tibetan folk songs as valuable resources for promoting literacy and understanding in the context of Chinese music history.

The aim of the study is to reveal the experiences of social studies pre-service teachers on the use of educational comics in the teaching of subjects related to disaster education. Phenomenology design, one of the qualitative research methods, was used in the research. 30 social studies teacher candidates participated in the research. Pre-service teachers who participated in the research were given disaster education during one semester (12 week-2 hours). This education process also includes creating and using educational comics in disaster education. In the study, semi-structured interview and observation were used as data collection method. Thematic analysis was used in the analysis of the data obtained in the research. As a result, it has been revealed that social studies pre-service teachers see educational comics as a material that can be used in disaster education in line with their experiences. The pre-service teachers stated that educational comics is attracting attention, engaging participation, making it easier to understand. Pre-service teachers stated that educational comics contain limited information, and takes time to create and use.

School Disaster Risk Reduction Management (SDRRM) plays a crucial role in ensuring that learners, teachers and other school personnel are safe on the school premises. This study evaluated how well coastal schools in Cluster VII of the Division of Pampanga, Philippines had implemented a school disaster risk reduction management system. This study used the descriptive research method. Respondents to the study were seventy-four (74) public school teachers during the school year 2020-2021. In this research, the following findings were obtained: The respondents assessed safe learning facilities, school disaster management, risk reduction and resilience education and coastal school safety procedures. However, among these categories "coastal school safety procedures" got the lowest overall mean score. Additional findings showed that there is no discernible variation in the degree of SDRRM implementation across the respondent schools. This means that these schools have uniformity in implementing school disaster risk reduction management. It is recommended that schools maintain uniformity in the implementation of DRR policies.

Experimentation is a contributing factor to the interest and meaningful learning of Science. In Geology and Earth Science, the effects of soil textures, settlements, and water-holding capacity are parameters for landslides in Barotac Viejo and other flooded areas. Landslides are triggered during heavy rainstorms, causing severe property damage and casualties. This experimental study aims to determine how these parameters are factors for landslides and give accurate information to Science teachers. The study uses two methods to provide ease and continuity of measurements and settings using the Fourier Transform Infrared(FTIR) spectroscopy in analyzing the soil textures. The Imhoff cone instrument is for the settling and water-holding capacity of the soil. FTIR Soil analysis reveals that contents of clay and organic matter directly affect soil water-holding ability due to the larger surface area. A landslide-prone zone has a lesser settling time except for the sand that settles fastest due to larger masses. This study is crucial for science teachers teaching geology and earth sciences besides forecasting and preventing geohydrological processes and developing better landslide warning strategies to mitigate risks and reduce socioeconomic damage.

Disasters continue to have adverse effects around the globe leaving many lives susceptible to hazards and fatalities most especially children. The Philippines, known to be one of the most disaster-prone countries in the world, experiences earthquakes, typhoons, and flooding yearly. For the reason of the country's vulnerability to disasters, it is expected that both adults and children can demonstrate preparedness to such disasters. Hence, in order to improve the disaster preparedness of kindergarten pupils, we must begin looking at their perspectives before conceptualizing kindergarten lessons about disasters. This study focused on Filipino Kindergarten's perspectives on disasters. This study sought to; (1) describe children's perspectives on disasters; and (2) determine significant concepts that can be used for School Disaster Risk Reduction Management specifically for kindergarten. The cases were kindergarten pupils from different public schools residing in Metro Manila. There were nine (9) cases, three Kindergartens per specific type of disaster experienced, whether earthquake, flooding, or typhoon. Based on the findings of the study, children have perspectives to which their capacity to express their knowledge, feelings, plans, actions on disasters are manifested. Children also have the competence to think of other's welfare in the event of disasters and are interested to learn more about disasters as they have suggested ways in which they can enjoy learning about Disaster Risk Reduction (DRR).

The earthquake, which affected the south and southeast of Turkey (approximately 10 provinces) on February 6, 2023, brought many devastating consequences. Earthquakes, which occur in all geographies of the world in variable time periods depending on the characteristics of the geological structure, cause many extraordinary situations and consequences for humanity. This situation and results require people defined as disaster victims to struggle with psychological problems arising from the effects of the event. Based on this, this study aims to determine the post-earthquake trauma levels of university students who experienced and were affected by two earthquakes that took place nine hours apart on February 6, 2023, where the districts of Pazarcik (Earthquake intensity 7.7) and Elbistan (Earthquake intensity 7.6) in Kahramanmaras province of Turkey were the epicenters. intended to be evaluated. In the study, which was carried out with the quantitative research method and the survey model, criterion sampling, one of the purposive sampling methods, was used to determine the research group. Data were collected with the "personal information form" created by the researchers and the "post-earthquake trauma level determination scale" developed by Tanhan & Kayri (2013). Unlike many studies on the extent of the earthquake that took place, it can be said that as a result of this study, which aims to examine the psychological and mental state of earthquake victims, many remarkable results such as the fact that the trauma levels of female earthquake victims are higher than that of men.

The goal of this study was to uncover primary teachers' perspectives on the use of design-based activities in disaster education and to thoroughly examine the plans. The study is designed as a case study. The participants were chosen using the purposeful sampling method. The study included 24 primary school teachers (12 male and 12 female) from various regions of the country. The data collection tools were group-prepared lesson plans and follow-up focus group interviews, which aimed to reveal their experiences and opinions on the lesson plan design process. The data was analyzed using the content analysis method. The findings revealed that the use of design-based activities in primary school, the importance of disaster education in the primary school curriculum, and the importance of disaster education awareness at the primary school level were all highlighted. The primary school teachers' lesson plans were examined, and the themes of drawing attention, design, material, career connections, and assessment-evaluation emerged. The significance of using design-based activities in primary schools, as well as the pedagogical benefits of using design-based activities in disaster education, was emphasized. Despite their abstract nature, natural disasters can be made more understandable through design-based education, particularly for primary school students who are in the concrete operational stage and have limited experience.

The multifaceted influences of coloniality in higher education continue to be explored to reshape and transform spaces that can either reproduce structures of coloniality or bring about decoloniality. The University of Puerto Rico, the central higher learning institution of the archipelago, continues to undergo changes that are influenced by its sociopolitical context. The aims of this research included the critical observation of the influence of coloniality in the public university system of Puerto Rico through exploring community engagement by university professors. This research implemented qualitative inquiry through document analysis. Pattern analysis was performed through three conceptual frameworks: coloniality, colonial state of exception, and ecologies of knowledge. Findings included both the interruption of coloniality by university professors and the reproduction of coloniality by the university administration. These findings illustrate current spaces of decoloniality in Boricua higher education.

Learning geography in Indonesia philosophically aims to develop spatial literacy. Students must improve spatial literacy to form reasoning skills and apply spatial concepts in real life. Applying Gersmehl's spatial learning can improve students' spatial literacy through syntax arranged based on spatial aspects. The use of google earth helps students to complete case studies of disaster mitigation materials without the need to go directly to the field. This quasi-experimental research refers to the posttestonly control group design by comparing the posttest of spatial literacy in the experimental and control classes. This study involved students of class XI IPS SMAN 1 Blitar City. The instrument is a five-point description test based on indicators of spatial literacy in disaster mitigation materials standardized with validity and reliability tests. The research data were analyzed using normality, homogeneity, and hypothesis tests. The data tested were in the form of posttest scores for spatial literacy in the experimental and control classes. The results of Gersmehl's spatial learning influence spatial literacy. The use of LKPD bridges the implementation of spatial learning syntax with Google Earth as a geospatial medium. The implementation of syntax in spatial learning is interrelated with spatial literacy indicators, thereby increasing students' spatial literacy based on experience and spatial recognition.

This study seeks to reveal the multifaceted educational needs of primary school students who left their hometown due to the earthquake and continue their education in Istanbul. The research was carried out with 35 classroom teachers teaching primary school students forced to leave their city due to the earthquake that occurred in Kahramanmaras and continue their education in public schools in Istanbul. In this qualitative research, a semi-structured interview form prepared by the researcher was used as a data collection tool. The data were analyzed via the descriptive method. Within the scope of the research, findings related to the educational needs of the earthquake survivor primary school students, the role of the classroom teachers in the classroom climate in the context of the earthquake experience, the support training needs of the classroom teachers regarding the education of the earthquake survivor students, the teacher guidance for the well-being of the earthquake survivors' parents, and the teachers' expectations from different ministries under the theme of the earthquake were determined. As a result, suggestions were offered on various activities that education stakeholders can do to minimize or eliminate the effects of the trauma experienced by primary school students due to the earthquake.