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Title: Long-term evaluation of proactive attitudes toward disaster education in Nepal
Authors: Nakano, Genta  kyouindb  KAKEN_id  orcid (unconfirmed)
Suwa, Seiji
Gautam, Aparajita
Yamori, Katsuya
Author's alias: 中野, 元太
矢守, 克也
Keywords: Long-term evaluation
Disaster risk reduction education
Proactive attitude
Issue Date: Nov-2020
Publisher: Elsevier BV
Journal title: International Journal of Disaster Risk Reduction
Volume: 50
End page: 101866
Abstract: This study proposes a change in the approach to evaluating disaster risk reduction (DRR) education from short-term knowledge transfer to a long-term action-oriented approach. Furthermore, the study recommends introducing a chronological and progressive evaluation method that follows learners in DRR education from the beginning, rather than evaluating retrospectively. Thus, the study discusses the strong tendency in the literature toward the short-term knowledge-transfer evaluation paradigm and its problems from two viewpoints: inconsistency between what is evaluated and what needs to be achieved, and dissociation of knowledge from action. Three studies on long-term evaluation have solved these problems; however, they did not evaluate how the proactive attitude grows and is evoked. Thus, this study describes the chronological development of a DRR education exchange program between Nepalese and Japanese students and the progressive change in attitude of Nepalese students from 2001 to 2015. It was revealed that the education contributed to fostering the learners' proactive attitude, which they maintained even after graduation. The learners promoted the construction of earthquake-resistant houses in their village and contributed to decreasing structural damage sustained from the 2015 earthquake. More importantly, the study clarified that the learners’ attitudes evolved to become proactive, and that this proactive attitude was maintained for more than 10 years throughout three phases: educational, participation, and independent action. The study recommends that researchers change their approach to evaluating DRR education to a long-term action-oriented approach. Accumulation of data for long-term action-oriented evaluation leads to the ability to explore an effective education methodology that fosters a proactive attitude in learners.
Rights: © 2020. This manuscript version is made available under the CC-BY-NC-ND 4.0 license
The full-text file will be made open to the public on 1 November 2022 in accordance with publisher's 'Terms and Conditions for Self-Archiving'.
This is not the published version. Please cite only the published version. この論文は出版社版でありません。引用の際には出版社版をご確認ご利用ください。
DOI(Published Version): 10.1016/j.ijdrr.2020.101866
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