An investigation into pre-service science teachers' earthquake knowledge levels and sustainable earthquake awareness

This research was conducted to examine the earthquake knowledge levels and sustainable earthquake awareness of science teacher candidates and to determine the relationship between them. In addition, the study investigated whether there were statistically significant differences among pre-service science teachers based on their grade level, gender, age, place of residence, the number of floors in their residence, and whether they had received education on disaster management. Pre-service science teachers varied in terms of demographic characteristics such as gender, age, grade level, and place of residence. In order to assess the participants' earthquake knowledge levels and awareness, a personal information form, the Sustainable Earthquake Awareness Scale (SEAS) developed by Genç and Sözen (2021), and the Earthquake Knowledge Level Scale (EKLS) developed by the same authors in 2022 were utilized as data collection tools. The research was designed using a correlational survey model. The instruments were administered to 142 pre-service science teachers enrolled in the Science Education Program at the Faculty of Education, İnönü University, during the 2024–2025 academic year. The collected data were analyzed using the SPSS 22.0 statistical software package. The results of the study revealed that the participants possessed a moderate level of earthquake knowledge, while their levels of sustainable earthquake awareness were relatively lower. Additionally, it was concluded that there is a moderately positive relationship between the earthquake knowledge levels of pre-service science teachers and their levels of sustainable earthquake awareness. Furthermore, it was found that certain demographic variables, particularly gender and age, had a statistically significant impact on earthquake awareness. These findings emphasize the critical need for more effective and sustainable disaster education practices to be integrated into teacher training programs.