Teaching for Preparedness: Indonesian Physical Education Teachers’ Roles in Disaster Education
Indonesia’s high vulnerability to natural disasters has placed increasing importance on Disaster Risk Reduction (DRR) education. While much of the existing literature emphasizes disaster education in subjects like geography and science, physical education (PE) remains an underexplored yet promising avenue. This qualitative study investigated how PE teachers in disaster-prone regions of Central Java, Indonesia, perceive and implement disaster education in their teaching practices. Drawing on semi-structured interviews with 14 middle school PE teachers, thematic analysis revealed three central themes: the contextual realities shaping teachers’ experiences, the perceived value of PE as a vehicle for disaster education, and the creative pedagogical strategies employed to deliver it. Despite limited curriculum support, teachers integrated disaster preparedness through warming-up routines, simulation games, and fitness activities to develop agility, coordination, and leadership among students. The findings highlight PE’s applied and experiential nature as well as its potential for interdisciplinary collaboration. However, the study also exposes systemic barriers such as centralized policy constraints and lack of institutional support. To enhance disaster preparedness in schools, the study advocates for policy reforms that integrate disaster education into the PE curriculum and promote localized, context-sensitive practices. These efforts can contribute meaningfully to student safety, community resilience, and holistic educational development.
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