The people of disaster-affected communities are suffering from post-traumatic stress disorder (PTSD) due to the adverse effects of natural disasters. Education about disasters has become a possible strategy for fostering resilience and easing PTSD symptoms. This study intends to investigate the moderating roles of social support and disaster experiences on the relationships between disaster education, psychological resilience, and PTSD in disaster-prone regions of Southwest China. This study used Disaster Education Evaluation Scale, Psychological Resilience Scale (CD-RISC), Social Support Rating Scale (SRSS), event intensity Scale and Post Traumatic Stress Disorder Self-Rating Scale (PTSD-SS), surveyed 712 residents in Yunnan, Guizhou, Sichuan and other areas where natural disasters frequently occur in Southwest China. The research findings indicate that there is a negative association between disaster education and PTSD. The association is influenced by the presence of improved psychological resilience, which acts as a mediator. Additionally, it was discovered that disaster events positively moderated the relationship between psychological resilience and PTSD while social support negatively moderated it. Resilience has a noteworthy role as a substantial mediator, highlighting its crucial function in mitigating the detrimental consequences of catastrophes and amplifying the beneficial outcomes of disaster education. These results imply that building psychological resilience, which might reduce PTSD symptoms in people living in disaster-prone regions, is a critical part of disaster education. The strength of the catastrophic event and social support are other factors that affect how psychological resilience and PTSD are related. The research argues that disaster education is crucial for strengthening community resilience and reducing PTSD symptoms in at-risk areas. To increase psychological resilience and lessen PTSD in high-risk locations, policymakers and disaster management organizations should emphasize disaster education initiatives and strengthen social support network.

In response to the epochal demand for high-quality development in early childhood education in China, it is imperative and necessary to improve the competency level of early childhood educators. The study aims to investigate the relationship between psychological contracts and teacher competency, and to verify the mediating roles of job crafting and professional identity in the relationship between psychological contracts and teacher competency. This study employed validated measurement scales regarding psychological contracts, teachers' professional identity, job crafting, and teacher competency. Each of these scales has established internal consistency coefficients. Data were collected from 318 early childhood teachers in Sichuan, China. The results highlight the significant impact of psychological contracts on the prediction of teacher competency. It is worth mentioning that the psychological contracts, together with their distinct components such as normative responsibility and development responsibility, have a direct and favorable impact on teacher competency. This implies that developing the psychological contracts might be an effective technique for improving teacher competence. The individual mediation of job crafting and professional identity in the link between psychological contracts and teacher competency has been well-established. However, the combined or chain mediating influence of these factors provides a unique and valuable perspective on the phenomenon of job crafting leading to professional identity, which in turn impacts teacher competency. The study found that psychological contracts have a positive predictive effect on teacher competency, while job crafting and professional identity both have independent and chain mediating roles in the relationship between psychological contracts and teacher competency. Therefore, this study suggests a comprehensive enhancement of the psychological contracts level from aspects such as normative responsibility, interpersonal responsibility, and development responsibility. By stimulating job crafting and professional identity levels in both internal and external environments, we can improve the competency level of early childhood educators.