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dc.contributor.authorSamarakkody, Aravindi,
dc.contributor.authorSenanayake, Anuradha C.,
dc.contributor.authorMalalgoda, Chamindi,
dc.contributor.authorAmaratunga, Dilanthi,
dc.contributor.authorHaigh, Richard,
dc.contributor.authorLiyanage, Champika,
dc.contributor.authorHamza, Mo,
dc.contributor.authorKaklauskas, Artūras,
dc.contributor.authorShaw, Rajib,
dc.date.accessioned2023-12-22T07:07:15Z
dc.date.available2023-12-22T07:07:15Z
dc.date.issued2023.
dc.identifier.issn2590-0617
dc.identifier.other(crossref_id)154170711
dc.identifier.urihttps://etalpykla.vilniustech.lt/xmlui/handle/123456789/153811
dc.description.abstractFuture exemplary education should foster inclusive and respectful learning environments to meet new challenges like digital inequality and power concentration. In the new normal of education due to COVID-19, inclusive online disaster risk reduction (DRR) education is essential. Therefore, this article aims to investigate the current status quo of inclusive online and distance DRR education and its benefits. Expert interviews were conducted with 40 educators with experience in 13 countries. The experts were selected based on their experience in designing and/or delivering courses/modules related to disaster management and/or disaster risk reduction at the tertiary level. The interview questions covered 3 key aspects i.e., 1. the effectiveness of online delivery methods, 2. the status quo of online and distant DRR education and 3. the unique benefits of online education for DRR. The key findings suggest that an online setting works best when it is scientifically designed for the right audience, the right subject area, and the right mix. In creating inclusivity in DRR education, the digital divide needs to be acknowledged and interactive learning should be diversely designed. This study identifies gaps in digital disaster education, urging policy and practice changes to support diverse DRR communities beyond education providers and recipients.eng
dc.formatPDF
dc.format.extentp. 1-11.
dc.format.mediumtekstas / txt
dc.language.isoeng
dc.relation.isreferencedbyEmerging Sources Citation Index (Web of Science)
dc.relation.isreferencedbyScopus
dc.relation.isreferencedbyScienceDirect
dc.source.urihttps://www.sciencedirect.com/science/article/pii/S259006172300025X
dc.titleInclusivity in online and distance disaster education: A review of educators' views /
dc.typeStraipsnis Web of Science DB / Article in Web of Science DB
dcterms.accessRightsPublished by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
dcterms.licenseCreative Commons – Attribution – 4.0 International
dcterms.references48
dc.type.pubtypeS1 - Straipsnis Web of Science DB / Web of Science DB article
dc.contributor.institutionUniversity of Huddersfield
dc.contributor.institutionUniversity of Central Lancashire
dc.contributor.institutionLund University
dc.contributor.institutionVilniaus Gedimino technikos universitetas
dc.contributor.institutionKeio University
dc.contributor.facultyStatybos fakultetas / Faculty of Civil Engineering
dc.subject.researchfieldT 004 - Aplinkos inžinerija / Environmental engineering
dc.subject.researchfieldT 002 - Statybos inžinerija / Construction and engineering
dc.subject.vgtuprioritizedfieldsSD0404 - Statinių skaitmeninis modeliavimas ir tvarus gyvavimo ciklas / BIM and Sustainable lifecycle of the structures
dc.subject.ltspecializationsL104 - Nauji gamybos procesai, medžiagos ir technologijos / New production processes, materials and technologies
dc.subject.endisaster education
dc.subject.eninclusive education
dc.subject.enonline education
dcterms.sourcetitleProgress in disaster science.
dc.description.volumevol. 20
dc.publisher.nameElsevier
dc.publisher.cityAmsterdam
dc.identifier.doi154170711
dc.identifier.doi1-s2.0-S259006172300025X
dc.identifier.doiS2590-0617(23)00025-X
dc.identifier.doi85174846792
dc.identifier.doi2-s2.0-85174846792
dc.identifier.doi1
dc.identifier.doiS259006172300025X
dc.identifier.doi001101311400001
dc.identifier.doi10.1016/j.pdisas.2023.100298
dc.identifier.elaba181290723


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