Abstract:
Abstract: In some places of the world, disasters occur virtually every day. If disasters are not properly foreseen, they may result in
many fatalities. This research aims to examine the growth and pattern of literature on natural disaster education in schools. This
analytical strategy combines quantitative and statistical methods to discover trends, assess quality, and track development. A total
of 216 documents were chosen from the 403 documents collected. Following 2015, there was a considerable increase in four-year
publications. Authors from the United States contributed to 45 papers with 37% citations and ranked first, followed by authors
from Japan (31 documents; 15% citations) and Indonesia (31 documents) with rankings citations below the top 10. Most
publications were published in the International Journal of Disaster Risk Reduction (12 docs; Q1 Scimago Journal Rank 1.1 (SJR
1.1)). The Journal of Child Psychology and Psychiatry and Allied Disciplines had the most citations (100; Q1 SJR 3.6) and was ranked
first in its discipline. The existing core literature on school education on natural disasters demonstrates that this topic is developing
rapidly, but with insufficient international research collaboration. Research cooperation in this area must be strengthened to better
the global response to natural disaster mitigation, which should begin in schools worldwide. There is a need to widen the scope of
study in this field to include natural disaster preparedness education in the school curriculum, assessments, learning media,
disaster response education, and instructional designs. Finally, disaster education in schools must be addressed as soon as possible
to contribute to disaster preparedness.
Keywords: Bibliometric analysis; natural disaster; natural disaster education; natural disaster literacy
