Table 2.

Characteristics of key studies

Reference number	First author	Year published	Year conducted	Study location	Subject/Sample	Type of study	Results
[2]	Wignyo Adiyoso	2012	November 2011	Aceh, Indonesia	169 school children	Questionnaire survey	Curriculum-based disaster education program was effective
[3]	Aldrich and Benson	2008	2007	Unclear	Unclear	Unclear	Chronic health conditions, older adults may have impaired physical mobility or cognitive ability, diminished sensory awareness, and social and economic limitations therefore have need a special program for education
[4]	Kerry-Ann, et al.	2008		Jamaica	Unclear	Unclear	Promotion of disaster risk education in schools and the twin effort of integrating children's needs into the comprehensive disaster management framework is the best approach to take in effectively protecting children during emergency situations
[5]	Gangalal Tuladhar and Ryuichi Yatabe	2015	Unclear	Nepal	106 teachers from 19 districts of Nepal	Interview	DRR education must be promoted to communities through the well-groomed schoolteachers which is very essential to reduce disaster risk in community and this will contribute to establish disaster safety society
[7]	Izadkhah Y and Hosseini M	2007	Unclear	Unclear	Unclear	Unclear	Community education programs can be more effective when they target specific groups or sectors of the community Typically “targeting” will focus the education effort on the potentially most vulnerable in society such as children, women, elderly and disabled, and will do so through the use of specific mechanisms and methods, most appropriate to each target group
[9]	Adwin Bosschaart	2016	2013	North-Holland	271 student	Pretest-posttest with an intervention group	The education program based on educational design research approach for flood improving personal perception and preparedness in student
[17]	Raya Muttarak	2013	2012	Thailand	557 households in the areas that received tsunami warnings following the Indian Ocean earthquakes on 11 April 2012	Interview	Formal education can increase disaster preparedness and reduce vulnerability to natural hazards Living in a community with a higher proportion of women who have at least a secondary education increases the likelihood of disaster preparedness
[29]	Johnson	2014	Unclear	New Zealand	38 paper in review and 2 case study	Thesis: review and case study	School drills do not teach all children adaptive response skill
[30]	Meng-Han Tsai	2014	2013	London	high school camps student	interventional	Game-based learning solutions that motivate the students through software design, utilizing a mode of learning that is joyful, and does not feel like traditional learning
[31]	Hoffmann and Roman	2015	May-August 2013	Thailand and Philippines	889 respondents (aged 20-75 years)	Interview	Education can raises disaster preparedness only for the vulnerable that have not been affected by a disaster in the past
[32]	Petal	2008		Islamabad	Unclear	Unclear	The continuous implementation of formal and informal education through schools, with linkages to community-based risk-reduction promises the development of a “culture of safety,” of societies less vulnerable and more resilient to the impact of disasters in the future

DRR=Disaster risk reduction