Disaster education in social studies: A comparative study of Turkish and US curriculums

The aim of this study is to conduct a comparative analysis of the social studies curricula implemented in Turkey and the United States (USA) in terms of disaster education. Considering the impact of disasters on social life, it is crucial to develop disaster awareness in individuals from an early age. In this context, social studies courses play a vital role in equipping students with environmental awareness, civic responsibility, and social consciousness—skills that closely align with disaster education. This research adopts a qualitative methodology and employs document analysis to examine how disaster-related themes are integrated into the curricula of both countries. The findings indicate that in Turkey, disaster education is addressed in a limited and indirect manner within the curriculum, with insufficient emphasis on practical activities. In contrast, the U.S. curriculum presents a more structured, application-oriented, and locally contextualized approach to disaster education. In conclusion, the study suggests that Turkey's social studies curriculum should be revised to strengthen its focus on disaster education by clarifying related learning outcomes and incorporating more hands-on teaching strategies. This research highlights the role of social studies in promoting disaster awareness and provides a comparative framework for future curriculum development efforts.