An analysis of university students' disaster literacy levels

The purpose of this study is to determine university students' disaster literacy levels and to reveal the effects of various variables on the sub-dimensions that constitute disaster literacy, namely damage reduction, preparedness, response, and recovery. Within the scope of the research, it was investigated whether students' disaster literacy levels, gender, taking a course on disaster topics, experiencing any disaster, participating in disaster- related activities, knowledge of official/private institutions related to disasters, knowing the emergency assembly point and disaster plan on campus, volunteering in disaster areas, and self-perceived competence in disaster literacy skills, academic average, and faculty status. The descriptive survey model, one of the quantitative research models, was used in the study. The population of the study consists of university students enrolled at Tokat Gaziosmanpaşa University in the 2024-2025 academic year. The sample of the study consists of university students studying in different faculties and departments, selected using a non-random sampling type, namely the easily accessible sampling group. The participants consisted of a total of 1,103 students, 642 of whom were female (58.2%) and 461 of whom were male (41.8%). The questionnaire form titled "Disaster Literacy Scale," which was used as the data collection tool, was administered face-to-face and online on a voluntary basis. The research analyses were performed using the SPSS 27.0 program; descriptive statistics, t-test, one-way analysis of variance (ANOVA), and TUKEY test were used to evaluate the data and determine significant differences. The significance level was set at p<0.05. The research findings show that university students' disaster literacy levels are generally at an intermediate level. Differences were found in the gender variable in the damage reduction and recovery sub-dimensions; in the variable of takingcourses related to disaster topics in the damage reduction sub-dimension; and in the variable of knowing the name of official/private institutions in the damage reduction, preparedness, and response sub-dimensions. The variables of disaster experience, participation in disaster-related activities, knowledge of the emergency assembly point and disaster plan on campus, volunteering, and self-efficacy did not create a significant difference in any sub-dimension of disaster literacy. In contrast, the variables of academic achievement and faculty of study were found to show significant differences in all sub-dimensions of disaster literacy. According to the results of the study, it was determined that university students' overall disaster literacy and damage reduction sub-dimension levels were limited, their preparedness sub- dimension levels were insufficient, and their response and recovery sub-dimension levels were adequate. These results indicate that efforts to increase university students' disaster literacy can be supported by more systematic, comprehensive, and practical training. In line with the findings, it is suggested that such educational practices can make significant contributions to improving students' knowledge and awareness levels. To strengthen disaster literacy at the university level, education can be made mandatory, comprehensive, and practical; drills, seminars, and awareness programs can be recommended to holistically improve students' knowledge, skills, and awareness levels.