CR 94:1-18 (2025)  -  DOI: https://doi.org/10.3354/cr01747

ABSTRACT: In recent decades, disaster, catastrophe, and climate change education have gained global importance, emphasizing the need for effective curriculum integration to raise awareness and foster mitigation efforts. This review highlights the incorporation of this exceptional education into Pakistan’s curricula, drawing on international research. Relevant studies published from 2015 to 2024 were systematically reviewed through Google Scholar and Science Direct using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines with 4 stages: identification, screening, eligibility, and inclusion. Nineteen articles revolved around curriculum development, revealing diverse approaches such as embedding disaster and climate change issues within curricula or creating dedicated adaptation and mitigation programs. The findings emphasize significant variations in educational strategies and underscore the need for research to develop a more comprehensive and sustainable disaster risk reduction approach for Pakistan’s education system and state institutions. This approach would enhance preparedness and resilience to climate change impacts in the region.

KEY WORDS: Disaster · Climate change · Education · Catastrophe · Pakistan