Experiential learning in disaster risk management training for Natural Sciences students.

Abstract

Training in disaster risk management continues to face limitations in its practical application within initial teacher education. This study analyzed the implementation of experiential learning as a teaching strategy to strengthen training in disaster risk management among 24 third-year Natural Sciences students at UNAN-Managua/CUR-Estelí during the first semester of 2025. The study was conducted using a qualitative approach, employing semi-structured interviews and observation to gather information on the participants experiences and learning. As part of the process, the students conducted assessments of socio-environmental threats and vulnerabilities in schools, developed educational presentations, and presented their findings. The findings show that experiential learning facilitated the integration of theory and practice, strengthening student’s communication skills, capacity for contextual analysis, and critical reflection on risk prevention in school settings. It also fostered the development of adaptability, collaborative work, and decision-making skills in real-world situations. The study concludes that experiential learning is a relevant strategy for strengthening a culture of prevention starting with initial teacher education.