In the last decades, environmental risks and threats have increased human exposure to natural hazards, often affecting the quality of life, especially for vulnerable groups. This article explores the tensions and connections within educational research concerning disaster risk reduction (DRRE) in relation to Sustainable Development Goals (SDGs). Twenty-seven articles published between 2014 and 2020 in various geographic regions regarding disaster risk reduction (DRR) were reviewed, finding that (a) the participation of children, youth, families, and the community is central; (b) non-formal and informal education are equally as relevant as formal education; (c) DRR initiatives can favor broader objectives, such as reducing poverty or advancing towards sustainable communities; and (d) achieving community resilience in the face of socio-natural disasters requires local voices for the design, implementation, and scaling of strategies. However, certain tensions were also found due to the lack of emphasis on the crucial areas of SDGs, which are related to a comprehensive notion of well-being and health education, including mental health and a gender approach, the limited mitigation of risk aggravating factors arising from extreme poverty and the climate crisis, the disconnection between modern and ancestral knowledge, the “top-down” versus “bottom-up” approach in the generation of local solutions, the role of education on disaster risk reduction as a risk mitigation factor, and the requirements to adjust the curriculum synchronously to global environmental needs, are all discussed, thus highlighting and encouraging the urgent cultural changes needed in the Anthropocene era that can be triggered through disaster risk reduction education.

El objetivo de este estudio es indagar las percepciones estudiantiles al participar de una experiencia de articulación curricular en tres cursos iniciales de ingeniería civil mecánica utilizando aprendizaje basado en proyecto. El proyecto consistió en el diseño y construcción de una armadura usando impresión 3D. Se identifican las oportunidades y tensiones al participar de la experiencia, y se proponen mejoras al diseño. Se recolectaron las percepciones y opiniones de 11 estudiantes de dos de los cursos intervenidos, en dos momentos del semestre, utilizando encuestas grupales e individuales. Se utilizó análisis de contenido para procesar la información recolectada. Los resultados son coherentes con la literatura en cuanto al incremento en la motivación, la significación de contenidos y la valoración de la experiencia. El mayor desafío identificado por los participantes fue el trabajo en equipo. Se concluye que para mejorar la experiencia de aprendizaje se propone aumentar las coevaluaciones y la capacitación específica del cuerpo docente.