Pedagogical approaches and challenges in disaster education: Senior high school teachers’ practices and adaptive strategies in teaching disaster readiness and risk reduction

This study investigates the pedagogical approaches and challenges encountered by senior high school teachers in delivering disaster readiness and risk reduction (DRRR) education, as well as the adaptive strategies they employ in response. Anchored in a qualitative phenomenological design, the research draws on semistructured interviews, document analysis, and classroom observations with seven senior high school teachers in the Philippines. The findings highlight a range of pedagogical approaches, including experiential learning, contextualized instruction, technology-enhanced teaching, and community-based engagement. Moreover, teachers face persistent challenges such as limited DRRR subject integration across academic strands, a lack of instructional resources, insufficient teacher training, curriculum overload, low student engagement and limited literacy skills, and infrastructural limitations. In response, educators demonstrate adaptive strategies characterized by resourcefulness, interagency collaboration, peer learning, and a commitment to continuous professional development. These insights not only reflect the dynamic realities of teaching DRRR but also emphasize the need for systemic reforms—particularly in institutional support, teacher preparation, and inclusive curriculum design—to advance disaster education practices in senior high school.