Investigating the relationship between preservice social studies teachers' earthquake knowledge levels and sustainable earthquake awareness

This study aims to examine the relationship between social studies teacher candidates' earthquake knowledge level and sustainable earthquake awareness in terms of demographic variables. Conducted with a relational survey design, the study population consists of undergraduate students enrolled in social studies teacher education programs in Türkiye. Data were collected using the 19-item Earthquake Knowledge Level Scale developed by Genç and Sözen (2022) and the 22-item Sustainable Earthquake Awareness Scale developed by Genç and Sözen (2021); the internal consistency coefficients of both scales were found to be high. Descriptive statistics, normality checks, independent samples t-tests and ANOVA for comparisons across demographic groups, and Pearson correlation analysis for relational examination were applied. The results indicate a moderate, positive relationship between earthquake knowledge level and sustainable earthquake awareness. At the subscale level, strong relationships were identified for the earthquake–structure relationship, moderate relationships for earthquake preparedness practices, and weak but significant relationships for being prepared for earthquakes. These findings suggest that earthquake education programs for teacher candidates should be strengthened to include not only knowledge transmission but also hands-on preparedness and awareness activities.