Disaster mitigation education (DME): A bibliometric study from Scopus database

Abstract

Abstract Natural catastrophes may be especially devastating in some countries. Thus, in disaster-prone areas, it is crucial that people get education on mitigation strategies so that they can be prepared for future calamities. Therefore, it is vital for all parties involved that research be conducted on mitigation education. This bibliometric study examines disaster mitigation education (DME) bibliographies in the Scopus database from 2011 to 2022 with the goal of mapping this research to guide future studies on the subject of disasters. The study process consisted of four steps: finding, filtering, correcting, and analyzing; each step was accomplished with the aid of a different program, such as Publish or Perish, Mendeley Desktop, and the VOSviewer application. Publication tendencies connected to mitigation education were examined, along with citations, authors’ collaboration, and the examination of keywords used in abstracts. Throughout the four phases, there were 13 issues that saw an increasing publishing rate throughout the aforementioned period. After that, the years 2015-2017 saw an increase in the issue’s citations before gradually declining again. Only ten authors, mostly from North American nations, worked together on studies of DME globally. Finally, the authors in this issue made frequent use of 16 abstract terms, the most common of which were “mitigation,” “student,” and “object.” According to these findings, there has been a dearth of research on the feasibility of incorporating disaster-prevention strategies into existing educational structures, including curricula, learning materials, and policies. Students should be taught about disaster preparedness at an early age so that future generations may avoid problems before, during, and after a crisis.