A tri-theoretical framework for enhancing disaster preparedness in elementary schools: exploring collaboration, vulnerability, and constructivist education

Research from Frontiers in Education proposes a tri-theoretical framework to enhance disaster preparedness in elementary schools, focusing on collaboration, vulnerability, and constructivist education. This framework integrates Community of Practice Theory, Vulnerability Theory, and Constructivist Learning Theory to explain how these elements collectively influence preparedness outcomes among teachers in specific regions. The study utilized a quantitative design with data from 141 educators to validate the framework.

Why it matters

This research provides a structured approach to understanding and improving disaster preparedness, which is crucial for protecting vulnerable populations in educational settings. It highlights the interconnectedness of operational procedures, risk mitigation, and educational methodologies in building resilience against crises.

Key insights

• Disaster preparedness in elementary schools is influenced by a combination of collaboration, contextual risk conditions, and learning processes.
• The study integrates Community of Practice Theory, Vulnerability Theory, and Constructivist Learning Theory as complementary explanatory perspectives.
• A confirmatory quantitative design, using PLS-SEM via WarpPLS 8.0, was employed to analyze data.
• Data was collected from 141 validated responses of teachers, principals, and school heads in disaster-prone areas.
• The research specifically focused on elementary school teachers in the Department of Education (DepEd) Region VIII.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1800646