Purpose In disaster-prone contexts, the built environment disciplines play a critical role in advancing resilience. Landscape architecture, as an interface between ecological systems and spatial planning, holds particular potential in integrating disaster-sensitive design approaches. This study aims to examine how disaster management is embedded within undergraduate landscape architecture curricula across Türkiye. Design/methodology/approach Based on 2025 YOK data, 43 undergraduate programmes were analyzed using thematic content analysis. The study evaluated course titles, descriptions and credit distributions, considering institutional structure and geographical location to identify patterns in the curricular positioning of disaster-related knowledge within landscape architecture education. Findings The findings reveal that disaster-related topics are predominantly addressed through theoretical courses focusing on climate change, ecological conservation and environmental restoration. While disaster awareness is present, its explicit integration into spatial design studios remains limited and largely confined to elective modules. This indicates a structural gap between disaster literacy and its translation into resilience-oriented design production within the built environment. To address this gap, the study outlines a three-tiered pedagogical framework – cognitive, integrative and transformative – as a conceptual approach that may contribute to strengthening the institutionalization of the disasterspace nexus in landscape architecture education. Originality/value This study provides, to the best of the author’s knowledge, the first systematic national-level evaluation of disaster-oriented curriculum structures in landscape architecture in Türkiye and contributes a pedagogical model to enhance resilience integration within built environment education.
Zehra Tuğba Güzel (Tue,) studied this question.