Abstract Against the backdrop of a global risk society, disaster risk education has become a key element in enhancing social resilience and citizens’ scientific literacy. Based on an international perspective, this article proposes that disaster risk education should go beyond traditional emergency skills training and shift towards a “whole disaster cycle” literacy education that covers disaster mechanisms, prevention and early warning, and post-disaster assessment. The paper analyzes the value shift of disaster risk education in science education from three dimensions: cognition, prevention, and ethics and responsibility, emphasizing that it should move from mere knowledge transmission to the comprehensive cultivation of systems thinking, risk assessment, and sustainable development perspectives. By examining the practices of international organizations and countries such as the United Nations, the United States, Japan, and Finland, the article systematically summarizes four major practical pathways: curriculum standards integration, inquiry-based and contextualized teaching, socioscientific issues (SSI) teaching, and teacher professional development and community collaboration. Finally, in the context of China, it proposes building a science-based disaster risk education system with Chinese characteristics from four aspects: top-level design, resource development, teacher training, and collaborative education, providing a reference for cultivating future citizens with scientific reasoning, risk awareness, and the ability to take action.
ZHANG Si-Fang, ZHANG Shi-Hao, SHI Qian-Wei, WANG Jie. Value Orientation and Practical Path of Disaster Education in Science Education Based on International Perspective and Experience[J]. Chinese Journal of Chemical Education, 2026, 47(9): 102-110.
