Hydrometeorological Perils as Catalysts for Pedagogical Transformation: A Comparative Analysis of  Flood Control Education

Jason Chavez

doi:10.64591/nvcern19

Authors

Jason V. Chavez Zamboanga Peninsula Polytechnic State University, Zamboanga City,7000, Philippines Author

DOI:

https://doi.org/10.64591/nvcern19

Keywords:

Hydrometeorological literacy, Flood education, Disaster risk pedagogy

Abstract

Escalating hydrometeorological hazards driven by climate change highlight critical gaps in global flood control education, including insufficient teacher training, reliance on one-way risk communication, and fragmented curricula. By comparing regional approaches—ranging from immersive digital simulations (such as serious 3D gaming) and place-based learning to the integration of indigenous knowledge in resource-limited settings—this study demonstrates that effective disaster preparedness requires participatory, interdisciplinary, and culturally responsive pedagogical strategies to build resilient, proactive communities.

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