Training and Didactic Proposals for Teaching Floods: A Study Based on the Experience of Trainee Social Science Teachers

Álvaro-Francisco Morote (), Jorge Olcina and Isabel-María Gómez-Trigueros
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Álvaro-Francisco Morote: Department of Experimental and Social Sciences Education, University of Valencia, 46010 València, Spain
Jorge Olcina: Department of Regional Geographical Analysis and Physical Geography, University of Alicante, 03690 Alicante, Spain
Isabel-María Gómez-Trigueros: Department of General Didactics and Specific Didactics, University of Alicante, 03690 Alicante, Spain

Societies, 2025, vol. 15, issue 6, 1-17

Abstract: This study examines the training and didactic proposals used to teach flood-related topics in Primary (5–12 years old) and Secondary Education (13–18 years old). This research employs a survey methodology, gathering responses from 726 trainee teachers across two Spanish universities (582 in Primary Education and 144 in Secondary Education). The findings highlight a significant gap in training, as more than half of the participants reported having received no instruction on floods, either during their school years or university studies. However, Secondary Education trainee teachers demonstrated a higher level of preparedness compared to their Primary Education counterparts. Regarding didactic proposals, two approaches stood out: activities based on real experiences (32.6%) and drills/talks led by experts (21.5%). Notably, Primary Education trainee teachers preferred expert-led sessions (24.7%), suggesting a lack of confidence in teaching these topics independently. This study underscores the crucial role of educators in risk reduction. Given their ethical responsibility to equip students with critical thinking skills, proper training is essential to fostering informed citizens capable of making sound decisions in the face of climate-related challenges.

Keywords: climate action; disasters; floods; proposals (search for similar items in EconPapers)
JEL-codes: A13 A14 P P0 P1 P2 P3 P4 P5 Z1 (search for similar items in EconPapers)
Date: 2025
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