在伊朗,为青少年的防灾教育制定一个概念框架
Hamid Karimi Kivi1,2, Rita Rezaee3,4, Mahmoudreza Peyravi5
1Urmia University of Medical Science, Miandoab Schools of Medical Sciences, West Azerbaijan, Iran. hamidkarimikivi@yahoo.com.
Scientific reports
|December 11, 2025
概括
这项研究开发了伊朗青少年抗灾教育的模式,重点关注治理,教育,参与和影响力,以增强社会抗灾能力. 该模型旨在改善青少年为灾难做好准备和应对的方式.
科学领域:
- 公共教育研究 公共教育研究
- 行为科学是一种行为科学.
- 灾害管理 灾害管理
背景情况:
- 尽管需要做好灾难准备,但青少年对灾害的行为反应尚未得到充分研究.
- 现有的研究往往忽视了灾难期间结构因素,风险和青少年行为之间的联系.
- 行为变化理论对于建模灾害准备和增强性至关重要.
研究的目的:
- 开发一个概念模型,用于在伊朗的青少年灾难性教育.
- 加强面临灾难的青少年的社会性.
- 确定和优先考虑影响青少年有效灾害教育的因素.
主要方法:
- 在四个阶段使用混合方法方法.
- 系统性文献综述 (2001-2024年) 之后,与专家和青少年进行半结构化采访.
- 德尔菲问卷和专家小组的共识被用来改进模型.
主要成果:
- 提出了青少年抗灾教育的四部分模型:治理视角,基于需求的教育,社会参与和影响范围.
- 专家们就各个组成部分及其在灾害教育计划中的重要性达成一致.
- 该模型为改善伊朗青少年准备能力和社会性提供了一个框架.
结论:
- 开发的模型提供了一个结构化的方法,以青少年的灾难性教育.
- 有效的灾害教育计划需要关注治理,定制内容,社区参与和更广泛的影响.
- 这项研究有助于提高青少年和社会对公共教育环境中的灾难的抵御力.
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