Emerging trends in disaster risk reduction and climate change adaptation higher education

The objective of this research paper is to review existing practices and literature regarding education curricula in disaster risk reduction (DRR) and climate change adaptation (CCA) within higher education (HE) institutions. 

The results show that existing DRR/CCA HE practices tend to have a clear disciplinary focus (core knowledge in e.g., engineering, or physical geography) combined with a broad interdisciplinary perspective. Cross-cutting teaching and co-learning – at the interface between science and practice – are also key features. Critical and creative thinking-led teaching, engagement of practitioners in teaching, multi-/inter- and trans-disciplinary approaches are presented as pedagogical innovations in the practices examined.