Earticle

초록

영어

Despite Japan’s high vulnerability to natural disasters, a substantial gap persists in disaster education. A 2025 survey in Japan reported that 74.3% of residents have never participated in disaster-related activities. While school-based education provides structured learning, its reach is limited to specific age groups, leaving much of the population unaddressed after graduation. In addition, conventional approaches rely on voluntary participation, which limits their reach to already motivated individuals. Explicit disaster-related framing further triggers psychological avoidance, reducing engagement among low-engagement populations, defined here as individuals with low levels of interest, attention, and participation in disaster preparedness. This study proposes “Delivery-Oriented Disaster Education (Delivery-Bousai),” shifting the focus from content to delivery. Grounded in Phase-Free and user-centered design, the framework embeds disaster elements into everyday activities and entertainment, creating engagement without requiring conscious participation. Using a design-research approach, five cases (2024–2025) were analyzed across diverse contexts, including sports events, festivals, business competitions, media, and commercial facilities, targeting youth, families, and professionals. The study conceptualizes the reach structure through four dimensions: reach context, reach pathways, contact structure, and ripple structure. The findings show that effective reach is shaped by these four elements. Reach context embeds disaster elements into non-disaster settings to avoid psychological resistance. Reach pathways include five typologies—automatic, spatial, evaluation-mediated, latent, and traffic-adjacent—that enable unintentional contact. Contact structure reduces reliance on voluntary participation, allowing engagement regardless of prior interest. Ripple structure generates secondary diffusion through social networks, extending reach beyond direct participants. The study concludes that the key challenge lies not in what is taught but in how it is delivered. The proposed framework expands reach by lowering psychological barriers and integrating learning into everyday life, offering a transferable design principle for enhancing societal resilience.

저자

• Kenji Ishibashi [ Disaster Monster Laboratory, The University of Tokyo ]
• Muneyoshi Numada [ Disaster Monster Laboratory, The University of Tokyo ]
• Kimiro Meguro [ Disaster Monster Laboratory, The University of Tokyo ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  한국재난정보학회 학술발표대회

• 간기

  부정기

• 수록기간

  2005~2026

• 십진분류

  KDC 338 DDC 361