This study demonstrated a significant enhancement in flood disaster preparedness scores among adolescents in the intervention group compared to the control group, immediately post-intervention and at the three-month follow-up. These results underscore the effectiveness of the 'Get-Ready DEM' module, which is consistent with similar studies conducted in Malaysia44–46, Indonesia47,48, Iran49, Pakistan50, Vietnam,51 and Nepal52, all affirming the positive impact of disaster education on adolescent preparedness.
The notable improvement in preparedness scores can be attributed to the comprehensive design of the 'Get-Ready DEM' module, which integrates theory-based (EPPM) with interactive and practical learning approaches11. These include game-based activities and audio-video lectures, which have proven effective in enhancing understanding and retention of disaster preparedness concepts46,48,53,54. Such interactive strategies have been shown to keep participants engaged and facilitate the translation of learned behaviours into actual preparedness measures11,48. However, the study also observed a decline in preparedness scores at the three-month follow-up, suggesting that a single educational intervention may not be sufficient for long-term preparedness52. This finding indicates the need for continuous education, periodic drills, and regular reinforcement to maintain and enhance disaster preparedness behaviours55. Implementing visual aids like banners and models of emergency kits within educational settings also played a crucial role in reinforcing learning and promoting a culture of preparedness48,56.
Furthermore, the study highlighted several covariates, such as age, perceived efficacy, and personal and family disaster experiences that significantly influenced the outcomes. Older adolescents often display a better understanding and are more responsive to disaster preparedness measures due to advanced cognitive and emotional development8,57. Conversely, younger adolescents may require more tailored educational interventions that cater to their developmental stage58. Additionally, personal experience with disasters significantly impacted flood disaster preparedness actions, as those who have previously experienced floods are more likely to engage in proactive measures57,59. The severity of past experiences also enhances the perception of risk, prompting more robust preparedness efforts23.
EPPM-based flood disaster education programs have proven to be a powerful tool for enhancing adolescent preparedness, affirming the value of incorporating such targeted educational strategies within broader disaster risk reduction (DRR) initiatives. This approach is consistent with findings from other regions, reinforcing the broader literature's perspective that structured disaster education not only raises awareness but also arms adolescents with the crucial skills and knowledge necessary for effective response to disasters11,17,55,60. The 'Get-Ready DEM' program, developed through systematic integration of effective communication theories and the strategic delivery of information via interactive practical sessions and audio-visual media, has effectively engaged participants. Situated within the school environment as the base for the program, it has significantly enhanced the learning process and successfully achieved the study’s objectives17.
Therefore, school-based disaster education programs incorporating comprehensive disaster risk reduction (DRR) activities foster a safety culture and proactive disaster management among students 61,62. These programs are particularly effective in environments with a strong synergy between community and school initiatives, underscoring the importance of collaborative strategies that include educators, community leaders, and policymakers. 63. Schools play a pivotal role in preparing a generation that is aware of natural disaster risks and adept at mitigating these risks28,51. This is achieved by integrating DRR education into standard curricula and complementing it with community-based preparedness strategies, ensuring active participation of adolescents and providing a sustainable avenue for delivering disaster education.
This study encountered several limitations, including the reliance on participants' self-reported knowledge and awareness of flood disaster preparedness, which may introduce information bias and not necessarily reflect actual behaviours. The brief assessment period, devoid of actual flood events, further limits the reflection of true proactive behaviours. Additionally, the limited sample size restricts the generalizability of the findings across different populations and geographical areas with varying flood vulnerabilities and socio-economic conditions. Future research should broaden the study's scope to include diverse geographical areas and cultural backgrounds to enhance generalizability and understanding of flood disaster preparedness. Investigating dissemination mechanisms for disaster risk reduction education and the roles of educators, volunteers, and guardians are crucial, along with fostering community involvement to build resilient partnerships. Furthermore, addressing the psychological impact of flood disasters on adolescents is essential, with future studies focusing on timely assessments and interventions to reduce anxiety, promote effective coping strategies, and enhance social support to improve disaster preparedness.