Table 2. Institutional characteristics and their implications for school-based DRRE learning processes across reviewed contexts

Context observed in reviewed studies	Institutionalcharacteristics andgeneral educationalresponses	Educationalresponses	Implications for learning processes	Representative studies
East Asia (e.g.,Japan, China)	DRRE is integrated intoregular educationsystems and supportedby institutionalpartnerships.	ICT utilization,disaster preventionworkshops,workshops utilizinggames, integrationwith existingcurriculum, andregular disaster drills	While disasterpreparedness education canbe conducted on anongoing basis within theexisting educationalsystem, there remainconstraints on theintroduction of new formsof learning.	Uchida et al. [13]Shaw et al. [4];Arakawa et al.[37]
South and SoutheastAsia (e.g.,Indonesia, Nepal,Bangladesh)	DRRE is frequentlylinked to geography,environmental, andhazard-related learningin response to localdisaster risks.	Disasterpsychoeducation,geographyeducation,hazard education,environment naturalscience	Supports contextualizedunderstanding of localdisaster risks, but requiresstronger integration intoformal educationalsystems.	Sari et al. [63];Sugiyantoet al. [15],Pant [56],Islam [8]
Global and multi-country studies	Frameworks, andinterdisciplinaryapproaches	Climate changeeducation, riskmanagement	While diverse conceptualframeworks have beenproposed, limited evidenceexists regarding theirsustained implementationand long-term educationaloutcomes.	He et al. [17],Nakanoet al. [9],Musacchioet al. [54],Sun et al. [76]

DRRE, disaster risk reduction education; ICT, information & communication technology.