This article investigates the implementation of disaster risk reduction education for children in Indonesia. In the last decade, education programmes related to this subject have been promoted as capable of reducing disaster losses and increasing resilience, based on several studies that have identified positive outcomes. Therefore, it is critical to evaluate and address any potential challenges that might impede their success. The article uses a case study in Jakarta, a rapidly growing megacity that is highly prone to disasters and natural hazards, especially floods and fires, to explore the scaling up and sustainability of disaster risk reduction in Indonesian schools. Based on previous studies, a new approach was developed for evaluating the implementation of education programmes related to these subjects. This study captured the perspectives of children, school personnel, and non-governmental organisations on the challenges of scaling up the implementation of disaster risk reduction education in schools. The study revealed seven key issues and suggests several policy recommendations to move forward. These key issues may also be apparent in many other developing and developed countries, and the suggested recommendations may well be applicable beyond Indonesia.

There has been a recent increase in the body of knowledge related to children and disasters. These studies converge into three main fields of research: the impact of disasters on children and their psychological recovery, the integration of disaster risk reduction (DRR) into the education sectors and children’s participation in DRR. This article provides a literature review of the two latter fields of research where the focus is on reducing disaster losses and building resilience prior to a disaster. Overall, 48 studies are critically reviewed and compared in relation to the strengths and weaknesses of their aims, methods, locations of research, impact, and outcomes. The review identified a number of differences between the two fields and significant opportunities for linking the two approaches, sharing lessons and knowledge. Based on the review, recommendations for further research are outlined.

This paper examines the challenges of and facilitating strategies for linking disaster risk reduction (DRR) and climate change adaptation (CCA) in addressing urban floods, drawing from Indonesia’s experience. The fragmentation between efforts to implement DRR and CCA leading to unnecessary duplication could increase confusion at both the community and wider governance levels and reduce the effectiveness of urban flood management. Through the lens of collaborative governance, this paper analyzes the barriers for integrating DRR and CCA and options to better align their practices in the context of a megapolitan city, Jakarta, Indonesia. The key findings of this study confirmed that institutional fragmentation, in concert with inconsistent facilitation and collaboration mechanisms, were the strongest barriers to aligning DRR and CCA action. The absence of accountable leadership was a key impediment for successful partnership-building processes to support political and technical collaboration. Leadership in these contexts plays an important role in (1) developing sustainable relationships, (2) convincing potential stakeholders to collaborate, (3) persuading partners to commit to sharing resources, and (4) agreeing/sharing a common vision of the partnership actions needed to mitigate harm and reduce urban vulnerability. These factors are critically important for reducing the direct and indirect impacts of flooding in Jakarta. Such lessons from Indonesia on linking DRR and CCA offer valuable insights to inform the development of policies and strategies to deal with urban floods for global cities faced with similar challenges.

The COVID-19 situation and school closure has brought intense impact to millions of students and teachers. However, there is a growing pressure from parents, teachers, and children for schools to reopen and the national government has developed guidelines if schools going to reopen. This study is conducted to assess the perspective of teachers and other education personnel regarding the current situation and the outlook when schools reopen in the future. A combination of survey, focus group discussions, and interviews were conducted among school personnel (i.e. teachers, school administrator, and school principals), local education office officials, and representatives from teacher's professional associations in Indonesia. A total of 27,046 school personnel participated in the survey, making it one of the largest surveys ever conducted with school personnel in Indonesia. In addition, 53 participants were involved in the FGDs and interviews in 5 areas. Findings suggest that 76% teachers were concerned if schools reopen due to the health risks and 95% teachers preferred having a blended learning or continue using full distance learning. Nevertheless, if schools reopen, teachers expressed the needs for greater health protection among teachers and children, strengthened coordination and collaboration with local stakeholders, and further capacity strengthening to ensure that the learning process can be safe, comfortable, and effective. Specific analysis on the perspective and needs for teachers working with special needs learners and disadvantaged areas are further analysed.

This article investigates the implementation of disaster risk reduction education for children in Indonesia. In the last decade, education programs related to this subject have been promoted as capable of reducing disaster losses and increasing resilience, based on several studies that have identified positive outcomes. However, most of these studies we re undertaken in developed countries. The article uses a case study in Jakarta, a rapidly growing megacity that is highly prone to disasters and natural hazards, especially floods and fires, to explore the scaling-up and sustainability of disaster risk reduction in Indonesian schools. Based on previous studies, a new approach was developed for evaluating the implementation of education programs related to these subjects. This study captured the perspectives of children, school personnel, and non-governmental organisations on the challenges of scaling-up the implementation of disaster risk reduction education in schools. The study revealed seven key issues and suggests several policy recommendations to move forward. These key issues may also be apparent in many other developing and developed countries, and the suggested recommendations may well be applicable beyond Indonesia.

Transmedia storytelling is widely used in education and media to engage audiences across platforms. However, dominant franchise models exemplified by the Marvel Cinematic Universe centralise control and limit the integration of local knowledge and collaborative authorship. This paper introduces Masyarakat logic , a community-centred framework grounded in Indonesian traditions of gotong royong (cooperation) and musyawarah (deliberation). It positions stories as shared, evolving spaces shaped through relational authorship, cultural resonance, and ongoing community reflection. Using two Indonesian case studies, GENERAKSI , a board game for youth climate literacy, and Sahabat Gempa , a cross-platform disaster preparedness initiative, the study applies a hybrid methodology combining design-based research, human-centred design, narrative inquiry, and participatory design. Findings identify three practices that support community coherence in transmedia systems: guided reflection, emotional engagement, and collaborative authorship. The paper reframes transmedia storytelling as a flexible, culturally responsive method for education and social change, particularly in Global South contexts, and offers practical insights for designing participatory narrative ecosystems that foster community coherence as a foundation for local resilience and intergenerational dialogue.