Understanding preparedness: Academics' perceptions of institutional preparedness for earthquake risk in Jordanian universities

Earthquake preparedness remains a significant challenge for higher education institutions in earthquake-prone areas, where concentrated populations and complex organizational environments create particular preparedness demands. Despite research on disaster preparedness in Jordan, limited attention has been given to how university academics perceive institutional preparedness for earthquake risk and how they identify opportunities for strengthening it. This study examines academics' perceptions of institutional preparedness in Jordanian universities and identifies strategies to enhance it. A qualitative approach was adopted, using semi-structured interviews with 25 academics from public and private universities across Jordan. The findings reveal limited preparedness awareness across university communities, the marginalization of earthquake preparedness within institutional priorities, and disciplinary differences in preparedness-related knowledge. Collectively, these findings indicate a disconnect between earthquake risk exposure and the institutional processes through which preparedness is understood and supported. Participants identified three pathways for strengthening preparedness: integrating disaster preparedness into university curricula, leveraging internal academic expertise, and strengthening collaboration with external stakeholders. The study contributes empirically by addressing an underexplored area in Jordan and conceptually by applying a DRR systems perspective to understand preparedness as an interconnected institutional process. The findings provide practical insights for embedding preparedness within university practices and strengthening institutional capacity.