Children are among the most vulnerable populations during natural and human-made disasters, making disaster preparedness education essential at the elementary level. Traditional teaching methods, such as lectures and textbooks, often fail to engage young learners or promote behavioral change. Digital Storytelling (DST) provides a creative, interactive, and experiential approach to teaching disaster management. This paper presents a structured developmental process model (DST-DP) for integrating DST into elementary disaster education. The model includes needs assessment, story design, multimedia production, classroom implementation, assessment, and iterative refinement. Examples of implementation, required resources, and educational outcomes are discussed. The paper highlights research gaps and future directions, aiming to guide educators, curriculum developers, and policymakers in enhancing disaster literacy among children.
J et al. (Sun,) studied this question.