Introduction: The southern capital of Kazakhstan, Almaty, located in a seismically active region, experienced two significant earthquakes in January and March 2024. Despite longstanding educational programs, the January event exposed significant gaps in public crisis response, resulting in numerous injuries due to panic-driven behavior. This study aimed to evaluate the shift in public preparedness and crisis communication between these events. Methods: A comprehensive content analysis was conducted using over 500 articles from prominent Kazakh- and Russian language news outlets, 300 official publications by the Ministry for Emergency Situations, and approximately 5,000 social media posts. This analysis examined the timing, content, and public response to emergency communications, assessing changes in behavior influenced by the intensified educational efforts after January. Results: The January earthquake highlighted critical delays in communication (an average of 20 minutes), leading to widespread panic. Injuries included 12 severe cases from residents jumping from buildings and numerous reports of frostbite, as temperatures reached -15°C. The Ministry for Emergency Situations responded with targeted educational campaigns, distributing over 200,000 printed evacuation guides and conducting over 1,200 focused training sessions. By March, communication response times improved to 5 minutes, and social media analysis revealed a 60% increase in posts mentioning organized and calm public behavior. Posts frequently mentioned that residents knew evacuation points (e.g., nearby schools) and followed pre-established procedures, demonstrating a better understanding of safety protocols. Conclusion: The comparison of the January and March 2024 earthquakes demonstrates the essential role of adaptive public education and rapid crisis communication in enhancing community preparedness. Targeted interventions improved public knowledge, reduced injuries, and restored confidence in emergency management systems. These findings emphasize the need for continuous, practical, and localized educational efforts to effectively bridge gaps in public readiness for disasters.
Sissenberdiyeva et al. (Sun,) studied this question.