Disaster Awareness and Preparedness: The Case of Ondokuz Mayıs University

Disaster Awareness and Preparedness: The Case of Ondokuz Mayıs University | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Disaster Awareness and Preparedness: The Case of Ondokuz Mayıs University ALPER BODUR, Yeliz Emecen, Kader Keskin This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4621478/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 21 Jul, 2025 Read the published version in Natural Hazards → Version 1 posted 4 You are reading this latest preprint version Abstract This study offers a comprehensive examination to understand university students’ disaster awareness and preparedness level in the case of Ondokuz Mayıs University (OMU). Within the scope of the research, focusing on disaster awareness, preparedness, and awareness of the students, an attempt was made to explain how various demographic factors affect attitudes toward disasters. A survey was conducted with the participation of 382 students who were studying in the 2022–2023 Spring Semester in all faculties, colleges, and institutes within the broad academic structure of OMU. The data were examined with descriptive statistics, and the relationships between variables were evaluated using the chi-square test. According to the findings, disaster awareness and preparedness must be addressed from a broad perspective and planned, especially by considering demographic diversity. It was stated that this study could contribute to education in terms of disaster management not only for OMU but also for other higher education institutions. University students disaster awareness disaster preparedness disaster planning Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 1 Introduction Humanity’s struggle with disasters has been ongoing for thousands of years (Aras et al. 2021 ). Recently, numerous catastrophic disasters have occurred in various parts of the world (Shiwaku et al. 2007 ), surpassing the affected communities' or societies' ability to cope with their resources (UNISDR 2009 ). Millions of people have lost their lives in various past and present disasters, but disaster survivors have also experienced many physical, social, and economic losses (Park and Yang 2017; Patel et al. 2020a). Today, the number of natural and human-caused disasters continues to increase worldwide (Singhal et al. 2016 ; Roy 2023 ). Disasters such as earthquakes, floods, and fires devastate individuals, communities, and economies (Toyado 2022 ). These disasters are responsible for 8 million deaths and $ 700 trillion in economic losses from 1990 to 2015 (Patel et al. 2020b ). Disaster losses have become even more critical in recent years, with natural and human-caused disasters increasing in frequency and intensity due to various factors such as climate change and human activity (Dorasamy et al. 2017). This situation highlights the need for effective disaster management strategies to reduce the impact of disasters and increase the resilience of affected communities. Today, accepting the fact that disasters cannot be prevented from occurring (Echezona et al. 2012), various studies are carried out to minimize the damage caused by these disasters (Landeck 2021). The most important of these studies is creating essential disaster awareness (Ozkazanc and Duman Yuksel 2015). When calamities occur in a place where people are unprepared to respond, the resulting damage can lead to mortality, loss, and suffering (Lapada 2022). This situation is evident in that disaster management is the responsibility of governments and the community (Shiwaku et al. 2007 ). In societies with little experience with disasters, it is more challenging to convince people of the need for effective measures regarding awareness, management, and communication (Vicente et al. 2014 ). Small steps taken as individuals, such as receiving training on dangers and risks in disasters and emergencies, affect society and thus help prevent painful experiences from recurring (Ozkazanc and Duman Yuksel 2015). Preparedness for disasters triggered by natural hazards is the key to ensuring an efficient and timely response from individuals and organizations and minimizing the damage they cause (Kawasaki et al. 2022; Hasan et al. 2022). Disaster preparedness refers to the readiness of country organizations to fruitfully respond to disastrous situations while reducing the negative consequences for the health and safety of individuals, as well as the integrity and functioning of physical structures and systems (Alrazeeni 2015 ). Reducing the effects of disasters, minimizing the material and moral losses experienced, the proper functioning of the disaster management process, and the healthy functioning of the system are primarily possible through the education of individuals (Bulat and Özbaşı 2021 ; Ozkazanc and Duman Yuksel 2015). Despite comprehensive programs and initiatives, vulnerable communities are still far from self-awareness regarding disaster resilience (Dorasamy et al. 2017). Awareness means "a person is aware of a stimulation (thought, feeling, perception, etc.) that he perceives within or outside himself" (AFAD 2024 ). When individuals' awareness, knowledge, and behaviors regarding the disaster develop, it is possible to ensure that societies suffer minimal or no damage. Disasters can affect universities in numerous ways, such as the loss of administrative and research data, damage to libraries, spoiling specimens in laboratories, vitiating computer and communication systems, wrecking buildings, and injuring students, faculty, and staff members (Patel et al. 2020b ). Disaster and disaster management education helps individuals and communities prepare for disasters, understand the associated risks and hazards, and take appropriate precautions before, during, and after disasters. Because having coordination during disasters helps reduce damages while protecting students, faculty, and staff as much as possible (Landeck 2021). Universities and other higher education institutions play an essential role in creating a society that is aware and prepared for disasters. In this context, Ondokuz Mayıs University (OMU) is one of the leading universities in Turkey that takes various steps to raise awareness and prepare its students against all kinds of disasters. This study aims to investigate the awareness and preparation levels of OMU students regarding disaster management. The study is noteworthy for OMU and other higher education institutions that want to improve disaster management education programs and contribute to more effective disaster management practices. The results of this study aim to improve disaster management education in higher education institutions in Turkey and contribute to the production of more effective disaster management strategies in the country. 2 Disaster Awareness and Preparedness Disaster awareness and preparedness are critical to prevent disasters or reduce their effects. Disaster awareness refers to people’s awareness of the existence of disasters, the effects of potential risks, and methods of coping with disasters. Disaster preparedness includes taking precautions against the possible effects of disasters, planning, and using resources effectively. In this context, many studies in Turkey and internationally aim to detect and evaluate the level of disaster awareness and preparedness. Sahin et al. (2018) determined the disaster preparedness and awareness levels of Burdur Mehmet Akif University students and investigated the activities that should be done throughout the university. As a result of the survey, researchers found that students' disaster awareness was generally high. However, their preparedness levels were low, and it was emphasized that students should receive training on disaster preparedness and awareness (Şahin et al. 2018). Adanali et al. (2022) aimed to evaluate the disaster awareness of secondary school students in the central district of Menteşe, Muğla province. As a result of the research, findings were obtained such as that students did not define the Covid-19 epidemic as a disaster, their disaster awareness and preparedness levels were insufficient, they did not understand the purpose of the disaster and emergency kit, and their families did not contribute sufficiently to disaster preparations. Accordingly, researchers have suggested organizing a disaster education program that includes families (Adanalı et al. 2022). In the study conducted by Dökmeci and Merinç (2018), the essential disaster awareness of Namık Kemal University students was evaluated, and it was aimed to determine their awareness levels. Based on the findings, they found a parallel relationship between the level of education and students' disaster awareness (Dökmeci and Merinç 2018). Inal et al. (2012) aimed to reveal individuals' behaviors in coping with disasters, their preparedness for disasters, and their level of knowledge and awareness on this subject. As a result of the research they conducted at Gümüşhane University Kelkit Aydın Doğan Vocational School, a statistically significant difference emerged between disaster education and knowledge score, and education appeared as a phenomenon that increased the knowledge score (İnal et al. 2012). Ayvazoğlu et al. (2020), in their study at Hatay Mustafa Kemal University, determined that there was a positive significant relationship between university students' disaster risk perception and levels and their preparedness levels. It has been revealed that keeping a disaster kit, gender, and disaster education affect disaster risk perception, but disaster experience does not have a significant effect (Ayvazoğlu et al. 2020). Aras et al. ( 2021 ) found that disaster awareness of students in health sciences was high. In this context, it has been recommended to organize informative training programs on emergency and disaster management in universities, use visual posters and simulators, and conduct drills for disaster preparedness (Aras et al. 2021 ). Uçan ( 2020 ) aimed to measure the awareness level of people living in the Karapınar District of Konya Province about disasters and sinkholes. As a result of the analysis, it was seen that the disaster awareness levels of the participants were low, while the sinkhole awareness level was high (Uçan 2020 ). Aygül ( 2020 ) aimed to determine the disaster and first aid knowledge levels of high school students living in the Havza district of Samsun. As a result of the survey studies, it was determined that the first aid knowledge level of high school students in Havza was at a medium level, and in rural areas, it was at a low level. It has been stated that in order to gain first aid knowledge and skills, training should be given within a specific curriculum, and its continuity should be ensured with drills. These programs should especially include rural areas (Aygül 2020 ). Gümüş Şekerci et al. (2023) aimed to determine the basic disaster awareness and awareness levels of 8612 university students and found that the majority of them knew the basic issues related to disaster preparedness and basic disaster awareness and awareness (Gümüş Şekerci et al. 2023). Bor ( 2023 ) examined the disaster awareness of university students before and after the disaster awareness training and revealed that the awareness increased significantly after the training compared to before (Bor 2023 ). As a result of his study with the participation of 54 students, Davis ( 2016 ) revealed that students felt prepared for epidemics, but they experienced indifference and unpreparedness for most types of disasters (Davis 2016 ). Tkachuck ( 2016 ) examined how anxious students were about disasters, and as a result of the research, it was revealed that there was a direct relationship between preparedness for disasters and the state of anxiety felt (Tkachuck 2016 ). Davis et al. ( 2019 ) investigated university students’ perceptions, attitudes, and behaviors regarding disaster preparedness and stated that there is a need for more motivation regarding disaster preparedness among students (Davis et al. 2019 ). Tanner and Doberstein's (2015) study found that most college students have basic preparedness supplies, but emergency preparedness kits should be complete (Tanner and Doberstein 2015 ). Patel et al. ( 2023 ) in a study conducted with 111 students showed that the university curriculum affects students' disaster awareness, and the establishment of university emergency procedures affects students' disaster preparedness (Patel et al. 2023 ). In his study, Cox ( 2022 ) stated that there are many obstacles to emergency preparedness among 187 undergraduate students and that research on the relationship between emergency/disaster preparedness and behavior should be continued (Cox 2022 ). Tan et al. ( 2016 ) explained in their study that a systematic disaster course is needed in every university, and disaster drills should be held every semester in order to improve the disaster education system in universities (Tan et al. 2016 ). Dar and Bhat ( 2020 ) stated in their research that students should have more knowledge about disaster awareness and preparedness and the necessity of disaster safety education (Dar and Bhat 2020 ). Based on the findings from these studies, individuals' disaster awareness and preparedness levels are generally insufficient. Therefore, increasing knowledge and awareness about disasters is of great importance. The level of education emerges as a determining factor in disaster awareness, and disaster awareness increases with education. Many different studies have been carried out to increase disaster awareness on a global scale, and thanks to these studies it is aimed at preparing society for disasters and acting effectively in post-disaster processes. 3 Material and Method This study aimed to assess the level of disaster awareness, consciousness, and preparedness of students across all academic units (faculties, colleges, and institutes) of Ondokuz Mayıs University (OMU) during the Spring Semester of 2022–2023. Ondokuz Mayıs University is one of the two state universities in Samsun, Turkey (Fig. 1 ). It includes twenty faculties, one college, four vocational schools, three institutes, and one conservatory. The total number of students enrolled for the 2022–2023 Spring Semester is 51909 (YBYS 2024). Within the scope of the research, the survey method was used to collect data from a sample of students studying in various faculties and departments at Ondokuz Mayıs University (OMU). The survey was designed to evaluate students' knowledge about disasters, their perception of risks and hazards related to disasters, their level of preparedness for disasters, and their attitudes toward disaster management education. Questions including students' level of knowledge about disasters, how they perceive possible risks and dangers, their preparations, and their attitudes towards disaster management education constituted the focal points of the research. Data were collected through a self-administered questionnaire developed based on previous studies (Şahin et al. 2018; Ünal et al. 2022 ; Dökmeci and Merinç 2018; İnal et al. 2012; Demirci 2021; Aras et al. 2021 ; Ayvazoğlu et al. 2020; Şentuna 2020; Türkan et al. 2019 ; Wijaksono 2020). While creating the survey questions, they were sent to 38 students studying at the Faculty of Architecture for pilot testing. As a result of this pilot study, the understandability and suitability of the survey were assessed. Based on the results, the final version of the survey was decided. The survey form consists of three parts, totaling 38 questions, one of which is open-ended. The first part of the survey gathers the demographic characteristics of the participants, such as their age, gender, academic department, and previous disaster experiences. The second part measures participants' knowledge and awareness about disaster management. Also the third part evaluates participants' attitudes toward disaster preparedness. Participants were asked to explain their thoughts on disaster awareness by selecting from options as "Yes," "No," or "No opinion" for each statement (similar to the studies conducted by Finnis et al. (2010), Yıldız et al. (2020) and Yılmaz et al. (2020)). In addition, quantitative data (e.g., numerical values such as age and income level) and qualitative data (participants' thoughts and experiences) were tried to be collected by asking them to state their opinions on the survey questions. Participation in the survey was carried out online between 11.04.2023 and 24.05.2023. The sample size was calculated considering the 95% confidence interval and 5% margin of error. As a result of this calculation, it was determined that a sample of at least 382 people was needed. The sample was selected using stratified random sampling based on the number of students in each faculty. A total of 390 surveys were conducted. After analyzing the survey results, inconsistent answers were removed. As a result, 382 were taken into consideration. In this context, the participation in the survey met the expectations, and the number of participants exceeded the number of participants. Statistical Package for Social Sciences (SPSS) program was used to analyze the data collected. Descriptive statistics such as frequencies, percentages, means, and standard deviations were computed to summarize the data. Additionally, the chi-square test was utilized to examine relationships between variables. 4 Findings This section contains the results of the analyses made on the data obtained within the scope of the study. The reliability of the analyses was evaluated using Cronbach’s Alpha statistic. The Cronbach's Alpha value obtained in this data set was 0.723. This value shows that the items in the measurement tool generally have sufficient internal consistency. 4.1 Demographic Characteristics The places where the research participants live vary (Fig. 2 ). In total, 173 of the 382 participants (45.3%) came from 53 cities and lived in Samsun. There are 21 participants from Istanbul (5.5%), 19 participants from Ankara (5.0%), 14 participants from Ordu (3.7%), and 11 participants from Trabzon (2.9%). Of the 382 participants in the study, 34.3% (131 people) are men and 65.7% (251 people) are women. 56.5% (216 people) of the participants are 18–22 years old, 40.6% (155 people) are 23–45 years old, and 2.9% (11 people) are 46 years old and over. As seen in Fig. 3 , while the unit with the highest number of participants is the Graduate Education Institute (15.4%), the Faculty of Humanities and Social Sciences (8.9%) and the Faculty of Health Sciences (8.9%) share the second place. Additionally, there is high participation in units such as the Faculty of Education (7.9%), Faculty of Architecture (7.3%) and Faculty of Engineering (6.5%). On the other hand, the units with fewer participants are the Faculty of Tourism (0.8%), Vocational School of Justice (0.5%), Alaçam Vocational School (0.5%), Terme Vocational School (0.5%) and UZEM (0.5%). The majority of the participants were within the scope of their undergraduate studies; 31.9% (122 people) were in the 1st grade, 20.9% (80 people) were in the 2nd grade, 13.9% (53 people) were in the 3rd grade, and 15.4% (59 people) are in the 4th grade. Additionally, 1.3% (5 people) of the participants were in the 5th grade, and 0.3% (1 person) were in the 6th grade. 0.5% (2 people) of the participants stated they were studying in the preparatory class, and 15.2% (58 people) stated they were studying in the graduate program (Fig. 4 ). 73.8% (282 people) of the participants stated they wanted to participate in search and rescue training regarding disasters, and 26.2% (100 people) stated that they did not want to participate. 81.2% of the participants (310 people) stated that they wanted to participate in first aid training related to disasters, and 18.8% (72 people) stated that they did not want to participate in such training. 83.2% (318 people) of the participants wanted to participate in awareness and consciousness-raising training regarding disasters, and 16.8% (64 people) stated they did not want to participate (Fig. 5 ). According to the survey results, 251 (65.7%) of the participants responded that there was no earthquake risk, 69 (18.1%) responded that there was no flood risk, and 38 (9.9%) responded that there was no disaster risk. The numbers of those who stated that there was a risk of landslide and fire were determined as 11 (2.9%) and 8 (2.1%), respectively. In addition, 4 of the participants (1.0%) stated that they did not know the disaster risk where they lived. 4.2 Assessments for Disaster Awareness Most participants believe they know about disasters and live their lives preparedly. However, some participants need to be made aware and prepared for disasters. In particular, there is uncertainty about what to do in a disaster. Most survey participants think that any disaster can happen to them and their families, but some do not accept this possibility. Determining the person to contact after a disaster and interest in disaster news are common. However, many participants need to know whether there is a disaster or emergency assembly area around them. The durability of the building is also essential in combating disasters, but a small number of participants think that their building is resistant to disasters. According to the research results, there is a general interest and support in preparing disaster and emergency kits, participating in disaster-related studies, providing disaster information, being informed about possible disasters, and organizing disaster-related activities. Thus, there is some uncertainty about whether the private sector should be encouraged regarding disaster awareness. Overall, the research reveals that participants have varying disaster awareness and preparedness levels. However, more training and information on disaster preparedness is needed. Additionally, the importance of disaster-resistant buildings and infrastructures is emphasized. Therefore, it is essential to take various measures to increase individual and social preparedness in combating disasters. Participants also answered open-ended questions about the issues they would like to point out, and emphasized the importance of awareness and education activities regarding disasters. It has been stated that disaster awareness training should be provided, primarily in schools, from an early age. It was emphasized that first aid training should reach every segment of society, also buildings should be constructed as earthquake-resistant, building inspections should be increased, and urban transformation works should be accelerated. They were ensuring rapid and effective communication and coordination after disasters was emphasized. It has been stated that communication tools and infrastructures should be made resistant to disasters. The importance of volunteer work and non-governmental organizations taking an active role in combating disasters was emphasized. It was stated that volunteer search and rescue teams should be established in universities and among young people, and more opportunities should be given to volunteer participants. The effects of climate change and the increasing frequency of disasters are emphasized. More studies and training on disaster management and preparedness have been requested in universities. It was requested that research and projects related to disasters be increased. Institutions were requested to carry out disaster preparedness activities more openly and transparently. It has been stated that the general participation of society should be ensured against disasters, and everyone should be aware and take responsibility. 4.3 Cross-Examinations The statistical data generally do not reveal a significant relationship between gender and disaster awareness. However, some gender-related differences were observed in some areas [interest in disaster news (p = 0.034), the need for voluntary organizations (p = 0.004), and the role of the private sector (p = 0.019)]. This situation shows that, in general, gender is not a determining factor in individuals' disaster awareness or preparedness. However, some differences were observed in some areas, such as disaster news not attracting attention (p = 0.049), emergence of an emergency meeting space in the area (p = 0.012), information of the load-bearing system of the building (p = 0.023), living in a neighborhood built according to zoning plans (p < 0.001), the need to encourage the private sector (p = 0.021). In general, no significant difference was detected between faculties. In the analyses made based on the data, significant relationships were observed in the factors such as "the person to contact me after any disaster is clear" (p = 0.020) and "there should be voluntary organizations against disasters in the region I live in" (p = 0.037). However, the relevant data set shows no statistically significant relationship in other factors between classes. A significant relationship was determined between the factor "any training on disasters before" and the factors "consciousness about disasters" (p = 0.000) and "what to do in the first minutes of a possible disaster" (p = 0.002). A difference was determined with these factors: "reading books, magazines about disasters" (p < 0.001), "disaster and emergency meeting area in the neighborhood" (p = 0.023), "the building's resistance to disasters" (p = 0.042), "information about the load-bearing system of the building" (p = 0.030), "need to be informed about possible disasters" (p = 0.022), and "I live in a neighborhood built according to development plans" (p = 0.019). However, no significant relationship was found between other factors. These results show that individuals who have received disaster training are more conscious of specific issues and that training to increase disaster awareness can positively contribute to developing a conscious approach and increasing preparedness. No significant relations between the desire to participate in search and rescue training regarding disasters and various expressions could be detected. However, a significant relationship was determined between the statements "participation in search and rescue training", "participation in studies related to disasters" (p < 0.001), and "disaster-related activities should be carried out" (p = 0.002). The analysis revealed different results among various expressions regarding the desire to participate in disaster first aid training. A significant relationship was found between "disaster preparedness" and the desire to participate in these trainings (p = 0.049). Additionally, a significant relationship was found between "knowing the ground of the building" and "willingness to participate in disaster-related studies" (p = 0.039 and p = 0.000, respectively). Significant relationships were found between "living in a neighborhood built according to development plans," "the idea that disaster information should be provided at universities," and "the desire to participate in first aid training" (p = 0.026 and p = 0.000, respectively). Likewise, significant relationships were determined in the variables "Being informed about possible disasters" and "willing to carry out disaster activities" (p = 0.044 and p = 0.001, respectively). Significant relationships were also found in the factors "presence of disaster volunteer organizations" or "private sector promotion of disaster awareness" (p = 0.037 and p = 0.001, respectively). Consciousness, awareness, and disaster preparedness are essential factors determining individuals' attitudes toward disasters. In this context, "living prepared for disasters is important" showed a significant relationship with the desire to participate in training (p = 0.001). A significant relationship was found between the thought "Disaster news does not interest me" and the desire to participate in training (p = 0.031). It was observed that there was a significant relationship between the thought "I would like to participate in disaster-related studies" and the desire to participate in training (p = 0.000). Significant relationships were found between the thoughts "I live in a neighborhood built according to development plans" and "In general, information about disasters should be provided at universities" and the desire to participate in training (p = 0.041 and p = 0.046, respectively). Significant relationships were determined between the statements "I need to be informed about possible disasters in the region I live in" and "Activities related to disasters should be held in the region I live" and the desire to participate in training (p = 0.002 and p = 0.003, respectively). A significant relationship was found between the idea that "the private sector should be encouraged to raise awareness against disasters" and the desire to participate in training (p = 0.012). However, no clear and significant connection between other variables and the desire to participate in training could be detected. According to the results of the analysis, there was generally no significant relationship between the place of residence and the variables. However, a significant relationship was found between where they live and "the probability of any disaster occurring to the individual and his family" (p = 0.000), and "whether the building was built according to the approved project" (p = 0.004). There is also a statistically significant relationship under the headings "there should be voluntary organizations against disasters in the region" and "need to be informed about possible disasters" (p = 0.002 and p = 0.001, respectively). The large data set revealed various relationships between disaster awareness and demographic factors. It has been observed that demographic factors such as age, gender, education level, and the region in which they live affect individuals' disaster awareness and preparedness. Analysis has revealed that factors such as gender and age are not determinants of disaster awareness in certain areas, but some issues have specific differences. Additionally, it has been observed that there is a significant relationship between receiving education on disasters and the level of awareness and that training can increase disaster awareness. All these findings emphasize that demographic factors should be considered to raise awareness and prepare societies for disasters. 5 Discussion Disaster awareness and preparation are of great importance, especially in countries like Turkey that are exposed to earthquakes, floods, and fires. A society's preparedness for disasters and acting consciously has the potential to minimize the devastating effects of major disasters. Studies on reducing disaster damages have gained momentum, especially in recent years (Ozkazanç and Duman Yüksel 2015; Dorasamy et al. 2017), and supporting disaster awareness as a risk reduction strategy in disaster management is widely accepted (Clerveaux et al. 2010 ). The increase in efforts to reduce disaster damages reflects societies' efforts to be prepared for disasters (Landeck 2021). Disaster preparedness is an effort to develop capabilities that enable individuals, organizations, and communities to make the right decisions when disasters occur (Wulandari et al. 2020). Such studies require the participation of states, society, and individuals (Ozkazanc and Duman Yuksel 2015). In order to achieve the primary goal of disaster management, it is essential to prepare national disaster policies and plans and create a disaster management culture. In addition, it is possible with the awareness and education of individuals and strategic planning (Bulat and Özbaşı 2021 ). The results obtained in this study revealed the importance of education and the necessity of providing training, as Torani et al. ( 2019 ) and Ivanov and Cvetković (2014) also point out. Societies' perceptions and reactions to disasters vary depending on the severity, frequency, and consequences of disasters experienced. For example, according to Goddard (2017), only 40–50% of American households are prepared for disasters (Goddard 2017). In one study (Hasan et al. 2022), participants' preparedness levels for disasters were below the moderate level, and in another study (How et al. 2015), only 8% of participants evaluated themselves as disaster-prepared. In order to create a society prepared for disasters, education and awareness-raising activities on disaster management need to be rapidly disseminated (Ayvazoğlu et al. 2020). There is little research to determine whether college students with more knowledge about disaster preparedness practice more emergency preparedness behaviors (Goddard 2017). In particular, studies need to be conducted to determine young people's knowledge and awareness levels regarding disasters and to increase their knowledge and awareness (Dikmenli et al. 2018). Protecting the life safety of students and academic and administrative staff should be a top priority for universities (Jaradat et al. 2015). Disaster prevention training given in schools should aim to instill this awareness in students and provide them with safe life skills (Ooi et al. 2019). In this way, future generations will gain the habit of living more consciously and preparedly against disasters. However, universities are not yet fully prepared for disasters, and more efforts are needed in this area (Jaradat et al. 2015; Davis et al. 2019 ). A university student's awareness of coping with disasters that may occur in society and the natural environment, as well as in his academic life, is critical, considering the ever-increasing risks of the modern world. Therefore, assessing students' awareness of disaster management is very important in raising individuals who are prepared and conscious for future disasters (Dökmeci and Merinç 2018; Uçan 2020 ; Patel et al. 2023 ). On the other hand, this study aimed to understand more deeply the impact of different demographic factors of participating students on disaster awareness and preparations by examining their attitudes and preparations towards disasters. In some studies (Hasan et al. 2022; Nifa et al. 2016; Çelik 2023 ; Adanalı et al. 2022), no statistically significant difference was found between male and female university students in terms of perceived and actual disaster preparedness. However, in Mızrak and Aslan’s study (2020), female students' perception of disaster risk was higher than male students. The results of this study generally showed that gender and age factors have a limited impact on opinions and preparedness for disaster issues. The research results show that each Faculty/School/Institute has differences in disaster preparedness, interest in disasters, willingness to participate in disaster studies, the influence of non-governmental organizations, living space preferences, and views on disaster information in universities. These results reveal the need for universities to develop customized approaches to disaster awareness and preparedness according to the needs of students. An important finding is that receiving education on disasters is closely related to the level of disaster awareness and preparedness (İnal et al. 2012; Dar and Bhat 2020 ). Some studies (Wulandari et al. 2020; Mızrak and Aslan 2020) show that disaster education does not have a significant effect on students' preparedness; Patel et al. ( 2023 ), Alkalash et al. ( 2023 ) and Gerdan (2014) state in their studies that both practical and theoretical disaster training is needed and it is essential to update the current curriculum on this subject (Patel et al. 2023 ; Alkalash et al. 2023 ; Gerdan 2014). Goddard’s research revealed that undergraduate students with more disaster preparedness knowledge applied more disaster preparedness behaviors (Goddard 2017). This study observed that individuals who received disaster awareness training (disaster awareness, first aid, search and rescue, etc.) had higher awareness levels about disasters. This situation shows that disaster-related training can potentially increase individuals’ awareness and contribute to societies being better prepared for disasters. Additionally, it has been revealed that students living in metropolitan cities are more conscious and prepared for disasters. However, it is observed that students living in small cities or rural areas have lower levels of awareness and preparedness against disasters. The results show that in disaster preparedness processes, many variables, such as individuals’ experiences, educational status, and the characteristics of the region they live in, as well as demographic factors, should be considered. 6 Conclusion This study has been an essential step in understanding the preparations of Ondokuz Mayıs University students toward disasters. According to the results, disaster awareness and preparedness should be addressed from a broad perspective and planned by considering demographic diversity. The results also provide meaningful guidance for other educational institutions that want to identify deficiencies in student disaster awareness and preparedness processes and improve in this area. Based on the results of this study, the following recommendations for developing future disaster management strategies will help to be better prepared for disasters and increase disaster awareness. Research shows that university disaster education programs effectively increase students' disaster awareness and preparedness levels. It has been concluded that disaster awareness increases with education and that this awareness positively affects the level of preparedness for disasters in this study. Various disaster awareness trainings, such as AFAD-supported training programs, enable students to be more prepared for disasters. Therefore, organizing training programs on disaster awareness and preparedness in universities is very important. Additionally, universities should consider various reward systems and benefits to encourage students' uptake of disaster education. Incentives such as additional support, scholarships, or certificates may be provided for students receiving disaster training. Giving students skills to cope with disasters will create a stronger and more conscious society at both individual and social levels. The content of education programs in schools should include interactive education methods such as what disasters are, how to be prepared, creating emergency plans, disaster simulations, and rescue exercises. Training curricula should be reconsidered, and the focus should be on delivering this information in an up-to-date and effective manner. Considering demographic differences, customized education and information strategies should be planned to cover different age groups, gender, and socioeconomic status. First aid training is an essential skill and knowledge that can save lives in emergencies. This education should be spread to all segments of society. Increasing first aid awareness is critical in reducing the effects of disasters and emergencies. Proper application of first aid saves lives by providing quick and effective intervention to injured people. For this reason, first aid training should be organized on different platforms such as public institutions, non-governmental organizations, and schools. Every member of society should learn basic first-aid skills and put them into practice. Additionally, this training must be renewed regularly and based on current information. Integration of technological developments into disaster management is of great importance. Internet and mobile technologies can provide rapid and extensive access to information before, during, and after disasters. Interactive guidance and information services regarding disaster awareness can be provided to students through mobile applications or online platforms. Strategies to reduce disaster risks in urban planning and construction processes should be implemented and supervised. The resilience of buildings and infrastructure is critical to minimizing the effects of disasters. By raising student's awareness of these issues and integrating sustainable planning and risk reduction strategies, societies can be more resilient to disasters. Non-governmental organizations and volunteer groups have great potential in disaster response. Therefore, encouraging policies should be developed so that these organizations and volunteer groups can be more influential in combating disasters. Special programs and teams should be created to increase volunteering awareness at universities, among young people, and in different segments of society. These recommendations can be adapted and expanded for similar educational institutions and communities based on the Ondokuz Mayıs University case findings. In particular, disaster management strategies that are strengthened with the participation of different segments and handled holistically and in multiple dimensions will play an essential role in minimizing the effects of future disasters. As a result, increasing university students' disaster awareness and preparedness levels will contribute to creating a more resilient and prepared society against future disasters. Declarations Acknowledgements The authors wish to acknowledge the support and inspiration of students and participants who helped them in the survey. Data availability statement Research data are not shared. Conflicts of interest statement The authors declare that there is no conflict of interest related to the publication of this article. Ethics statement Ethical approval for the research was given by Ondokuz Mayıs University Ethics Committee with the date 24.02.2023 and number 2023-37. References Adanalı RFT, Özenel N (2022) Ortaokul öğrencilerinin afet bilinci. Int J Geogr Geogr Educ 47:56-81. https://doi.org/10.32003/igge.1122725 AFAD (2024) Açıklamalı afet yönetimi terimleri sözlüğü. https://www.afad.gov.tr/aciklamali-afet-yonetimi-terimleri-sozlugu. Accessed 14 March 2024 Alkalash SH, Alhashmi EH, Alamer AM, Allihyani AS, Alhazmi RM, Bugis AM (2023) Knowledge of and attitude toward disaster preparedness among secondary school students in the western region of Saudi Arabia. Cureus 15(1) Alrazeeni D (2015) Saudi EMS students' perception of and attitudes toward their preparedness for disaster management. J Educ Pract 6(35):110-116 Aras M, Mumcu A, Karabey T (2021) Sağlık Bilimleri Fakültesi öğrencilerinin afet bilinç düzeylerinin belirlenmesi. TOGÜ Sağ Bilim Derg 1(2):40-49 Aygül M (2020) Lise öğrencilerinin afet bilinci ve temel ilk yardım bilgi düzeylerinin belirlenmesi: Samsun-Havza örneği. Master Thesis, Gümüşhane University of Türkiye Ayvazoğlu G, Çekiç M, Yücel H (n.d.) Hatay Mustafa Kemal Üniversitesi öğrencilerinin afet risk algısı ve afete hazırlık durumlarının değerlendirilmesi. Sos Bilim Elektr Dergi 4(7):85-96 Bor NA (2023) Üniversite öğrencilerinde afet farkındalık eğitimi etkinliğinin değerlendirilmesi. Afet ve Risk Derg 6(1):165-175 Bulat Ç, Özbaşı D (2021) Üniversite personelinin afet yönetimi hakkında bilgi tutum ve davranışlarının incelenmesi: Çanakkale Onsekiz Mart Üniversitesi örneği. Uluslararası Sosyal ve Eğitim Bilimleri Dergisi 16:68-82 Cartwright J (2007) Big stars have weather too. IOP Publishing PhysicsWeb. http://physicsweb.org/articles/news/11/6/16/1. Accessed 26 June 2007 Clerveaux V, Spence B, Katada T (2010) Promoting disaster awareness in multicultural societies: The DAG approach. Disaster Prev Manag 19(2):199-218 Cox A (2022) The assessment of emergency preparedness among university students. Master Thesis, Minnesota State University Çelik İH (2023) A research on vocational school students within the framework of disaster awareness and disaster preparedness levels. Afet ve Risk Derg 6(3):852-869 Dar BA, Bhat MSE (2020) A study on disaster awareness and preparedness among college students in district Baramulla of Kashmir Valley. J Crit Rev 7(19):11870-11877 Davis C (2016) Perceptions and attitudes regarding preparedness for campus crises: A focus group study of undergraduates at a southern university. Undergraduate thesis, University of Mississippi. Accessed 23 April 2024 Davis CN, Weber MC, Schulenberg SE, Green JJ (2019) University students’ disaster preparedness: A focus group study. Best Pract Ment Health 15(2):29-47 Patel RK, Kermanshachi S, Namian M (2020b) A socioeconomic-based analysis of disaster preparedness awareness and education. Diamond Congress Ltd. Conference Paper. https://e-2020.creative-construction-conference.com/img/2020_book_of_abstract.pdf. Accessed 24 April 2024 Patel RK, Pamidimukkala A, Kermanshachi S, Etminani-Ghasrodashti R (2023) Disaster preparedness and awareness among university students: A structural equation analysis. Int J Environ Res Public Health 20(5):4447 Roy A (2023) Disaster risk perception, climate change awareness, and disaster preparedness among University of Texas Rio Grande Valley students. PhD diss., University of Texas Rio Grande Valley Sasmoko S, Wijaksono S, Indrianti Y (2020) Disaster awareness scale. IOP Publishing Ltd. Conference Paper Shiwaku K, Shaw R, Kandel RC, Shrestha SN, Dixit AM (2007) Future perspective of school disaster education in Nepal. Disaster Prev Manag 16(4):576-587 Singhal YK, Bhatnagar R, Lal B, Paliwal B (2016) Knowledge, attitudes, and practices of medical internship students regarding disaster preparedness at a tertiary-care hospital of Udaipur, Rajasthan, India. Int J Med Sci Public Health 5(8):1613-1616 Slifka MK, Whitton JL (2000) Clinical implications of dysregulated cytokine production. J Mol Med. https://doi.org/10.1007/s001090000086 South J, Blass B (2001) The future of modern genomics. Blackwell, London Tan Y, Liao X, Su H, Li C, Xiang J, Dong Z (2016) Disaster preparedness among university students in Guangzhou, China: Assessment of status and demand for disaster education. Disaster Med Public Health Prep 11(3):310-317 Tanner A, Doberstein B (2015) Emergency preparedness amongst university students. Int J Disaster Risk Reduct 13:409-413 Tkachuck MA (2016) Natural disaster preparedness in college students: Implications for institutions of higher learning. Master Thesis, University of Mississippi Torani S, Moradi Majd P, Sedigh Maroufi S, Dowlati M, Sheikhi RA (2019) The importance of education on disasters and emergencies: A review article. J Educ Health Promot 8(1):85-91 Toyado DM (2022) Awareness of disaster risk reduction (DRR) among students of the Catanduanes State University. Int J Eng Manag Res 12(2):38-43 Trent JW (1975) Experimental acute renal failure. Dissertation, University of California Türkan A, Kılıç İ, Tiryakioğlu M (2019) Development of a disaster attitude scale and assessment of university students' attitudes towards disasters. Ege Acad Rev 19(4):457-467 Uçan Sİ (2020) Konya ili Karapınar ilçesinin afet geçmişi ve Karapınar ilçesindeki obruklar: Karapınar halkının afet bilinci üzerine bir çalışma. Master Thesis, Gümüşhane University UNISDR (2009) UNISDR terminology on disaster risk reduction. https://www.preventionweb.net/files/7817_UNISDRTerminologyEnglish.pdf. Accessed 25 April 2024 Ünal S, Ada M, Gönen T, Yıldırım H (2022) Uşak ilinin afet farkındalığı ve afete karşı hazırlık durum araştırması. Uşak Üniversitesi Fen ve Doğa Bilimleri Dergisi 6(2):113-125 Vicente R, Ferreira TM, Maio R, Koch C (2014) Awareness, behavior, and willingness regarding earthquake risk in the Portuguese urban context. Procedia Econ Finance 18:271-278 Wisner B, Walker P (2005) The World Conference on Disaster Reduction. IRIN. https://www.irinnews.org/report/52789/world-world-conference-disaster-reduction. Accessed 22 April 2005 Yıldırım A, Demirtaş H (2019) Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Publishing, Ankara Zengin N, Aydın A, Kutlu S (2021) Üniversite öğrencilerinin afet bilgi, tutum ve davranışlarının incelenmesi. OPUS Uluslararası Toplum Araştırmaları Dergisi 18:199-215 Cite Share Download PDF Status: Published Journal Publication published 21 Jul, 2025 Read the published version in Natural Hazards → Version 1 posted Reviewers agreed at journal 28 Jun, 2024 Reviewers invited by journal 27 Jun, 2024 Editor assigned by journal 25 Jun, 2024 First submitted to journal 24 Jun, 2024 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-4621478","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":319843442,"identity":"d5fa9548-0420-4133-907a-3baf08380b3b","order_by":0,"name":"ALPER BODUR","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA3ElEQVRIiWNgGAWjYBACAzBisABi5gMggmgtEkDMlkCyFh4D4rSYszdvk66okcjjlz7zTeLnDms5gwPMDx/dwKPFsudYmeSZYxLFkn252yR7z6QbSzawGRvn4HPYjRwzoCKJxA1neLdJ8LYdTuxn4GGTJqzln0Ti/jM8zyT/th2ubyNKS2Mb0BYeoEqgLQn8hLQA/VJs2dgnUSxxhs3YWrYt3XBmMwG/AENs482GbzZ5/D3MD2++bbOWNzje/PAxPi0wkADELBJgJhFRA9fC/IFIxaNgFIyCUTDCAABaAkY3IoK3EAAAAABJRU5ErkJggg==","orcid":"https://orcid.org/0000-0002-4048-1158","institution":"Ondokuz Mayis University Faculty of Architecture: Ondokuz Mayis Universitesi Mimarlik Fakultesi","correspondingAuthor":true,"prefix":"","firstName":"ALPER","middleName":"","lastName":"BODUR","suffix":""},{"id":319843443,"identity":"a8e8e338-8544-484d-a383-75d2d2dac198","order_by":1,"name":"Yeliz Emecen","email":"","orcid":"","institution":"Ondokuz Mayis University: Ondokuz Mayis Universitesi","correspondingAuthor":false,"prefix":"","firstName":"Yeliz","middleName":"","lastName":"Emecen","suffix":""},{"id":319843444,"identity":"cd899f4e-205a-493b-85f8-70767dd814f7","order_by":2,"name":"Kader Keskin","email":"","orcid":"","institution":"Ondokuz Mayıs Üniversitesi: Ondokuz Mayis Universitesi","correspondingAuthor":false,"prefix":"","firstName":"Kader","middleName":"","lastName":"Keskin","suffix":""}],"badges":[],"createdAt":"2024-06-22 10:28:45","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-4621478/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-4621478/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1007/s11069-025-07526-3","type":"published","date":"2025-07-21T15:57:04+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":60711441,"identity":"22f761bc-ff63-4c7f-9e52-b86895aca212","added_by":"auto","created_at":"2024-07-19 20:18:42","extension":"jpg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":40398,"visible":true,"origin":"","legend":"\u003cp\u003eOndokuz Mayıs University main campus (Google Earth).\u003c/p\u003e","description":"","filename":"1.jpg","url":"https://assets-eu.researchsquare.com/files/rs-4621478/v1/c98a0d6e16ecc4fc09b55025.jpg"},{"id":60711443,"identity":"04c102dd-968a-40e4-bdc1-3d093bcab6e6","added_by":"auto","created_at":"2024-07-19 20:18:42","extension":"jpg","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":36810,"visible":true,"origin":"","legend":"\u003cp\u003eThe cities where the participants came from.\u003c/p\u003e","description":"","filename":"2.jpg","url":"https://assets-eu.researchsquare.com/files/rs-4621478/v1/b16df2bd7637c6558db86e0b.jpg"},{"id":60711445,"identity":"b916140e-da79-4883-b7da-6f5d91cc18f9","added_by":"auto","created_at":"2024-07-19 20:18:42","extension":"jpg","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":53043,"visible":true,"origin":"","legend":"\u003cp\u003eThe distribution of the participants\u003c/p\u003e","description":"","filename":"3.jpg","url":"https://assets-eu.researchsquare.com/files/rs-4621478/v1/6613ca2292bc39ef0524dd2e.jpg"},{"id":60711440,"identity":"0da0dc52-f6e1-4532-8644-a3ea56c0b965","added_by":"auto","created_at":"2024-07-19 20:18:42","extension":"jpg","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":18925,"visible":true,"origin":"","legend":"\u003cp\u003eThe grade distribution of the participants\u003c/p\u003e","description":"","filename":"4.jpg","url":"https://assets-eu.researchsquare.com/files/rs-4621478/v1/66a91637ca3b258c52d8ca54.jpg"},{"id":60711444,"identity":"8035b87c-c9a4-4e99-a9ef-0d6883a7c4b2","added_by":"auto","created_at":"2024-07-19 20:18:42","extension":"jpg","order_by":5,"title":"Figure 5","display":"","copyAsset":false,"role":"figure","size":26484,"visible":true,"origin":"","legend":"\u003cp\u003eDesire to participate in training\u003c/p\u003e","description":"","filename":"5.jpg","url":"https://assets-eu.researchsquare.com/files/rs-4621478/v1/a797c2742f0cf10c072a5983.jpg"},{"id":87756853,"identity":"bde354e5-c183-4bd3-801e-ec9920f5334a","added_by":"auto","created_at":"2025-07-28 16:09:42","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":627492,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4621478/v1/a2665434-4ea4-4452-bbfc-0ffb7a004026.pdf"}],"financialInterests":"","formattedTitle":"Disaster Awareness and Preparedness: The Case of Ondokuz Mayıs University","fulltext":[{"header":"1 Introduction","content":"\u003cp\u003e Humanity\u0026rsquo;s struggle with disasters has been ongoing for thousands of years (Aras et al. \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Recently, numerous catastrophic disasters have occurred in various parts of the world (Shiwaku et al. \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2007\u003c/span\u003e), surpassing the affected communities' or societies' ability to cope with their resources (UNISDR \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). Millions of people have lost their lives in various past and present disasters, but disaster survivors have also experienced many physical, social, and economic losses (Park and Yang 2017; Patel et al. 2020a). Today, the number of natural and human-caused disasters continues to increase worldwide (Singhal et al. \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Roy \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Disasters such as earthquakes, floods, and fires devastate individuals, communities, and economies (Toyado \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). These disasters are responsible for 8\u0026nbsp;million deaths and \u003cspan\u003e$\u003c/span\u003e700 trillion in economic losses from 1990 to 2015 (Patel et al. \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2020b\u003c/span\u003e). Disaster losses have become even more critical in recent years, with natural and human-caused disasters increasing in frequency and intensity due to various factors such as climate change and human activity (Dorasamy et al. 2017). This situation highlights the need for effective disaster management strategies to reduce the impact of disasters and increase the resilience of affected communities.\u003c/p\u003e \u003cp\u003eToday, accepting the fact that disasters cannot be prevented from occurring (Echezona et al. 2012), various studies are carried out to minimize the damage caused by these disasters (Landeck 2021). The most important of these studies is creating essential disaster awareness (Ozkazanc and Duman Yuksel 2015). When calamities occur in a place where people are unprepared to respond, the resulting damage can lead to mortality, loss, and suffering (Lapada 2022). This situation is evident in that disaster management is the responsibility of governments and the community (Shiwaku et al. \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). In societies with little experience with disasters, it is more challenging to convince people of the need for effective measures regarding awareness, management, and communication (Vicente et al. \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). Small steps taken as individuals, such as receiving training on dangers and risks in disasters and emergencies, affect society and thus help prevent painful experiences from recurring (Ozkazanc and Duman Yuksel 2015).\u003c/p\u003e \u003cp\u003ePreparedness for disasters triggered by natural hazards is the key to ensuring an efficient and timely response from individuals and organizations and minimizing the damage they cause (Kawasaki et al. 2022; Hasan et al. 2022). Disaster preparedness refers to the readiness of country organizations to fruitfully respond to disastrous situations while reducing the negative consequences for the health and safety of individuals, as well as the integrity and functioning of physical structures and systems (Alrazeeni \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). Reducing the effects of disasters, minimizing the material and moral losses experienced, the proper functioning of the disaster management process, and the healthy functioning of the system are primarily possible through the education of individuals (Bulat and \u0026Ouml;zbaşı \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Ozkazanc and Duman Yuksel 2015). Despite comprehensive programs and initiatives, vulnerable communities are still far from self-awareness regarding disaster resilience (Dorasamy et al. 2017).\u003c/p\u003e \u003cp\u003eAwareness means \"a person is aware of a stimulation (thought, feeling, perception, etc.) that he perceives within or outside himself\" (AFAD \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). When individuals' awareness, knowledge, and behaviors regarding the disaster develop, it is possible to ensure that societies suffer minimal or no damage. Disasters can affect universities in numerous ways, such as the loss of administrative and research data, damage to libraries, spoiling specimens in laboratories, vitiating computer and communication systems, wrecking buildings, and injuring students, faculty, and staff members (Patel et al. \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2020b\u003c/span\u003e). Disaster and disaster management education helps individuals and communities prepare for disasters, understand the associated risks and hazards, and take appropriate precautions before, during, and after disasters. Because having coordination during disasters helps reduce damages while protecting students, faculty, and staff as much as possible (Landeck 2021).\u003c/p\u003e \u003cp\u003eUniversities and other higher education institutions play an essential role in creating a society that is aware and prepared for disasters. In this context, Ondokuz Mayıs University (OMU) is one of the leading universities in Turkey that takes various steps to raise awareness and prepare its students against all kinds of disasters. This study aims to investigate the awareness and preparation levels of OMU students regarding disaster management. The study is noteworthy for OMU and other higher education institutions that want to improve disaster management education programs and contribute to more effective disaster management practices. The results of this study aim to improve disaster management education in higher education institutions in Turkey and contribute to the production of more effective disaster management strategies in the country.\u003c/p\u003e"},{"header":"2 Disaster Awareness and Preparedness","content":"\u003cp\u003eDisaster awareness and preparedness are critical to prevent disasters or reduce their effects. Disaster awareness refers to people\u0026rsquo;s awareness of the existence of disasters, the effects of potential risks, and methods of coping with disasters. Disaster preparedness includes taking precautions against the possible effects of disasters, planning, and using resources effectively. In this context, many studies in Turkey and internationally aim to detect and evaluate the level of disaster awareness and preparedness.\u003c/p\u003e \u003cp\u003eSahin et al. (2018) determined the disaster preparedness and awareness levels of Burdur Mehmet Akif University students and investigated the activities that should be done throughout the university. As a result of the survey, researchers found that students' disaster awareness was generally high. However, their preparedness levels were low, and it was emphasized that students should receive training on disaster preparedness and awareness (Şahin et al. 2018). Adanali et al. (2022) aimed to evaluate the disaster awareness of secondary school students in the central district of Menteşe, Muğla province. As a result of the research, findings were obtained such as that students did not define the Covid-19 epidemic as a disaster, their disaster awareness and preparedness levels were insufficient, they did not understand the purpose of the disaster and emergency kit, and their families did not contribute sufficiently to disaster preparations. Accordingly, researchers have suggested organizing a disaster education program that includes families (Adanalı et al. 2022). In the study conducted by D\u0026ouml;kmeci and Merin\u0026ccedil; (2018), the essential disaster awareness of Namık Kemal University students was evaluated, and it was aimed to determine their awareness levels. Based on the findings, they found a parallel relationship between the level of education and students' disaster awareness (D\u0026ouml;kmeci and Merin\u0026ccedil; 2018). Inal et al. (2012) aimed to reveal individuals' behaviors in coping with disasters, their preparedness for disasters, and their level of knowledge and awareness on this subject. As a result of the research they conducted at G\u0026uuml;m\u0026uuml;şhane University Kelkit Aydın Doğan Vocational School, a statistically significant difference emerged between disaster education and knowledge score, and education appeared as a phenomenon that increased the knowledge score (İnal et al. 2012). Ayvazoğlu et al. (2020), in their study at Hatay Mustafa Kemal University, determined that there was a positive significant relationship between university students' disaster risk perception and levels and their preparedness levels. It has been revealed that keeping a disaster kit, gender, and disaster education affect disaster risk perception, but disaster experience does not have a significant effect (Ayvazoğlu et al. 2020). Aras et al. (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) found that disaster awareness of students in health sciences was high. In this context, it has been recommended to organize informative training programs on emergency and disaster management in universities, use visual posters and simulators, and conduct drills for disaster preparedness (Aras et al. \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). U\u0026ccedil;an (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) aimed to measure the awareness level of people living in the Karapınar District of Konya Province about disasters and sinkholes. As a result of the analysis, it was seen that the disaster awareness levels of the participants were low, while the sinkhole awareness level was high (U\u0026ccedil;an \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Ayg\u0026uuml;l (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) aimed to determine the disaster and first aid knowledge levels of high school students living in the Havza district of Samsun. As a result of the survey studies, it was determined that the first aid knowledge level of high school students in Havza was at a medium level, and in rural areas, it was at a low level. It has been stated that in order to gain first aid knowledge and skills, training should be given within a specific curriculum, and its continuity should be ensured with drills. These programs should especially include rural areas (Ayg\u0026uuml;l \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eG\u0026uuml;m\u0026uuml;ş Şekerci et al. (2023) aimed to determine the basic disaster awareness and awareness levels of 8612 university students and found that the majority of them knew the basic issues related to disaster preparedness and basic disaster awareness and awareness (G\u0026uuml;m\u0026uuml;ş Şekerci et al. 2023). Bor (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) examined the disaster awareness of university students before and after the disaster awareness training and revealed that the awareness increased significantly after the training compared to before (Bor \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). As a result of his study with the participation of 54 students, Davis (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) revealed that students felt prepared for epidemics, but they experienced indifference and unpreparedness for most types of disasters (Davis \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Tkachuck (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) examined how anxious students were about disasters, and as a result of the research, it was revealed that there was a direct relationship between preparedness for disasters and the state of anxiety felt (Tkachuck \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Davis et al. (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) investigated university students\u0026rsquo; perceptions, attitudes, and behaviors regarding disaster preparedness and stated that there is a need for more motivation regarding disaster preparedness among students (Davis et al. \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Tanner and Doberstein's (2015) study found that most college students have basic preparedness supplies, but emergency preparedness kits should be complete (Tanner and Doberstein \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). Patel et al. (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) in a study conducted with 111 students showed that the university curriculum affects students' disaster awareness, and the establishment of university emergency procedures affects students' disaster preparedness (Patel et al. \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). In his study, Cox (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) stated that there are many obstacles to emergency preparedness among 187 undergraduate students and that research on the relationship between emergency/disaster preparedness and behavior should be continued (Cox \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Tan et al. (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) explained in their study that a systematic disaster course is needed in every university, and disaster drills should be held every semester in order to improve the disaster education system in universities (Tan et al. \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Dar and Bhat (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) stated in their research that students should have more knowledge about disaster awareness and preparedness and the necessity of disaster safety education (Dar and Bhat \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eBased on the findings from these studies, individuals' disaster awareness and preparedness levels are generally insufficient. Therefore, increasing knowledge and awareness about disasters is of great importance. The level of education emerges as a determining factor in disaster awareness, and disaster awareness increases with education. Many different studies have been carried out to increase disaster awareness on a global scale, and thanks to these studies it is aimed at preparing society for disasters and acting effectively in post-disaster processes.\u003c/p\u003e"},{"header":"3 Material and Method","content":"\u003cp\u003eThis study aimed to assess the level of disaster awareness, consciousness, and preparedness of students across all academic units (faculties, colleges, and institutes) of Ondokuz Mayıs University (OMU) during the Spring Semester of 2022\u0026ndash;2023. Ondokuz Mayıs University is one of the two state universities in Samsun, Turkey (Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e). It includes twenty faculties, one college, four vocational schools, three institutes, and one conservatory. The total number of students enrolled for the 2022\u0026ndash;2023 Spring Semester is 51909 (YBYS 2024).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eWithin the scope of the research, the survey method was used to collect data from a sample of students studying in various faculties and departments at Ondokuz Mayıs University (OMU). The survey was designed to evaluate students' knowledge about disasters, their perception of risks and hazards related to disasters, their level of preparedness for disasters, and their attitudes toward disaster management education. Questions including students' level of knowledge about disasters, how they perceive possible risks and dangers, their preparations, and their attitudes towards disaster management education constituted the focal points of the research. Data were collected through a self-administered questionnaire developed based on previous studies (Şahin et al. 2018; \u0026Uuml;nal et al. \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; D\u0026ouml;kmeci and Merin\u0026ccedil; 2018; İnal et al. 2012; Demirci 2021; Aras et al. \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Ayvazoğlu et al. 2020; Şentuna 2020; T\u0026uuml;rkan et al. \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Wijaksono 2020). While creating the survey questions, they were sent to 38 students studying at the Faculty of Architecture for pilot testing. As a result of this pilot study, the understandability and suitability of the survey were assessed. Based on the results, the final version of the survey was decided. The survey form consists of three parts, totaling 38 questions, one of which is open-ended. The first part of the survey gathers the demographic characteristics of the participants, such as their age, gender, academic department, and previous disaster experiences. The second part measures participants' knowledge and awareness about disaster management. Also the third part evaluates participants' attitudes toward disaster preparedness. Participants were asked to explain their thoughts on disaster awareness by selecting from options as \"Yes,\" \"No,\" or \"No opinion\" for each statement (similar to the studies conducted by Finnis et al. (2010), Yıldız et al. (2020) and Yılmaz et al. (2020)). In addition, quantitative data (e.g., numerical values such as age and income level) and qualitative data (participants' thoughts and experiences) were tried to be collected by asking them to state their opinions on the survey questions. Participation in the survey was carried out online between 11.04.2023 and 24.05.2023.\u003c/p\u003e \u003cp\u003eThe sample size was calculated considering the 95% confidence interval and 5% margin of error. As a result of this calculation, it was determined that a sample of at least 382 people was needed. The sample was selected using stratified random sampling based on the number of students in each faculty. A total of 390 surveys were conducted. After analyzing the survey results, inconsistent answers were removed. As a result, 382 were taken into consideration. In this context, the participation in the survey met the expectations, and the number of participants exceeded the number of participants. Statistical Package for Social Sciences (SPSS) program was used to analyze the data collected. Descriptive statistics such as frequencies, percentages, means, and standard deviations were computed to summarize the data. Additionally, the chi-square test was utilized to examine relationships between variables.\u003c/p\u003e"},{"header":"4 Findings","content":"\u003cp\u003eThis section contains the results of the analyses made on the data obtained within the scope of the study. The reliability of the analyses was evaluated using Cronbach\u0026rsquo;s Alpha statistic. The Cronbach's Alpha value obtained in this data set was 0.723. This value shows that the items in the measurement tool generally have sufficient internal consistency.\u003c/p\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e4.1 Demographic Characteristics\u003c/h2\u003e \u003cp\u003eThe places where the research participants live vary (Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e). In total, 173 of the 382 participants (45.3%) came from 53 cities and lived in Samsun. There are 21 participants from Istanbul (5.5%), 19 participants from Ankara (5.0%), 14 participants from Ordu (3.7%), and 11 participants from Trabzon (2.9%).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eOf the 382 participants in the study, 34.3% (131 people) are men and 65.7% (251 people) are women. 56.5% (216 people) of the participants are 18\u0026ndash;22 years old, 40.6% (155 people) are 23\u0026ndash;45 years old, and 2.9% (11 people) are 46 years old and over.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eAs seen in Fig.\u0026nbsp;\u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e, while the unit with the highest number of participants is the Graduate Education Institute (15.4%), the Faculty of Humanities and Social Sciences (8.9%) and the Faculty of Health Sciences (8.9%) share the second place. Additionally, there is high participation in units such as the Faculty of Education (7.9%), Faculty of Architecture (7.3%) and Faculty of Engineering (6.5%). On the other hand, the units with fewer participants are the Faculty of Tourism (0.8%), Vocational School of Justice (0.5%), Ala\u0026ccedil;am Vocational School (0.5%), Terme Vocational School (0.5%) and UZEM (0.5%).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eThe majority of the participants were within the scope of their undergraduate studies; 31.9% (122 people) were in the 1st grade, 20.9% (80 people) were in the 2nd grade, 13.9% (53 people) were in the 3rd grade, and 15.4% (59 people) are in the 4th grade. Additionally, 1.3% (5 people) of the participants were in the 5th grade, and 0.3% (1 person) were in the 6th grade. 0.5% (2 people) of the participants stated they were studying in the preparatory class, and 15.2% (58 people) stated they were studying in the graduate program (Fig.\u0026nbsp;\u003cspan refid=\"Fig4\" class=\"InternalRef\"\u003e4\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e73.8% (282 people) of the participants stated they wanted to participate in search and rescue training regarding disasters, and 26.2% (100 people) stated that they did not want to participate. 81.2% of the participants (310 people) stated that they wanted to participate in first aid training related to disasters, and 18.8% (72 people) stated that they did not want to participate in such training. 83.2% (318 people) of the participants wanted to participate in awareness and consciousness-raising training regarding disasters, and 16.8% (64 people) stated they did not want to participate (Fig.\u0026nbsp;\u003cspan refid=\"Fig5\" class=\"InternalRef\"\u003e5\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAccording to the survey results, 251 (65.7%) of the participants responded that there was no earthquake risk, 69 (18.1%) responded that there was no flood risk, and 38 (9.9%) responded that there was no disaster risk. The numbers of those who stated that there was a risk of landslide and fire were determined as 11 (2.9%) and 8 (2.1%), respectively. In addition, 4 of the participants (1.0%) stated that they did not know the disaster risk where they lived.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003e4.2 Assessments for Disaster Awareness\u003c/h2\u003e \u003cp\u003eMost participants believe they know about disasters and live their lives preparedly. However, some participants need to be made aware and prepared for disasters. In particular, there is uncertainty about what to do in a disaster. Most survey participants think that any disaster can happen to them and their families, but some do not accept this possibility. Determining the person to contact after a disaster and interest in disaster news are common. However, many participants need to know whether there is a disaster or emergency assembly area around them. The durability of the building is also essential in combating disasters, but a small number of participants think that their building is resistant to disasters. According to the research results, there is a general interest and support in preparing disaster and emergency kits, participating in disaster-related studies, providing disaster information, being informed about possible disasters, and organizing disaster-related activities. Thus, there is some uncertainty about whether the private sector should be encouraged regarding disaster awareness. Overall, the research reveals that participants have varying disaster awareness and preparedness levels. However, more training and information on disaster preparedness is needed. Additionally, the importance of disaster-resistant buildings and infrastructures is emphasized. Therefore, it is essential to take various measures to increase individual and social preparedness in combating disasters.\u003c/p\u003e \u003cp\u003eParticipants also answered open-ended questions about the issues they would like to point out, and emphasized the importance of awareness and education activities regarding disasters. It has been stated that disaster awareness training should be provided, primarily in schools, from an early age. It was emphasized that first aid training should reach every segment of society, also buildings should be constructed as earthquake-resistant, building inspections should be increased, and urban transformation works should be accelerated. They were ensuring rapid and effective communication and coordination after disasters was emphasized. It has been stated that communication tools and infrastructures should be made resistant to disasters. The importance of volunteer work and non-governmental organizations taking an active role in combating disasters was emphasized. It was stated that volunteer search and rescue teams should be established in universities and among young people, and more opportunities should be given to volunteer participants. The effects of climate change and the increasing frequency of disasters are emphasized. More studies and training on disaster management and preparedness have been requested in universities. It was requested that research and projects related to disasters be increased. Institutions were requested to carry out disaster preparedness activities more openly and transparently. It has been stated that the general participation of society should be ensured against disasters, and everyone should be aware and take responsibility.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e4.3 Cross-Examinations\u003c/h2\u003e \u003cp\u003eThe statistical data generally do not reveal a significant relationship between gender and disaster awareness. However, some gender-related differences were observed in some areas [interest in disaster news (p\u0026thinsp;=\u0026thinsp;0.034), the need for voluntary organizations (p\u0026thinsp;=\u0026thinsp;0.004), and the role of the private sector (p\u0026thinsp;=\u0026thinsp;0.019)]. This situation shows that, in general, gender is not a determining factor in individuals' disaster awareness or preparedness. However, some differences were observed in some areas, such as disaster news not attracting attention (p\u0026thinsp;=\u0026thinsp;0.049), emergence of an emergency meeting space in the area (p\u0026thinsp;=\u0026thinsp;0.012), information of the load-bearing system of the building (p\u0026thinsp;=\u0026thinsp;0.023), living in a neighborhood built according to zoning plans (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), the need to encourage the private sector (p\u0026thinsp;=\u0026thinsp;0.021). In general, no significant difference was detected between faculties. In the analyses made based on the data, significant relationships were observed in the factors such as \"the person to contact me after any disaster is clear\" (p\u0026thinsp;=\u0026thinsp;0.020) and \"there should be voluntary organizations against disasters in the region I live in\" (p\u0026thinsp;=\u0026thinsp;0.037). However, the relevant data set shows no statistically significant relationship in other factors between classes.\u003c/p\u003e \u003cp\u003eA significant relationship was determined between the factor \"any training on disasters before\" and the factors \"consciousness about disasters\" (p\u0026thinsp;=\u0026thinsp;0.000) and \"what to do in the first minutes of a possible disaster\" (p\u0026thinsp;=\u0026thinsp;0.002). A difference was determined with these factors: \"reading books, magazines about disasters\" (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), \"disaster and emergency meeting area in the neighborhood\" (p\u0026thinsp;=\u0026thinsp;0.023), \"the building's resistance to disasters\" (p\u0026thinsp;=\u0026thinsp;0.042), \"information about the load-bearing system of the building\" (p\u0026thinsp;=\u0026thinsp;0.030), \"need to be informed about possible disasters\" (p\u0026thinsp;=\u0026thinsp;0.022), and \"I live in a neighborhood built according to development plans\" (p\u0026thinsp;=\u0026thinsp;0.019). However, no significant relationship was found between other factors. These results show that individuals who have received disaster training are more conscious of specific issues and that training to increase disaster awareness can positively contribute to developing a conscious approach and increasing preparedness.\u003c/p\u003e \u003cp\u003eNo significant relations between the desire to participate in search and rescue training regarding disasters and various expressions could be detected. However, a significant relationship was determined between the statements \"participation in search and rescue training\", \"participation in studies related to disasters\" (p\u0026thinsp;\u0026lt;\u0026thinsp;0.001), and \"disaster-related activities should be carried out\" (p\u0026thinsp;=\u0026thinsp;0.002). The analysis revealed different results among various expressions regarding the desire to participate in disaster first aid training. A significant relationship was found between \"disaster preparedness\" and the desire to participate in these trainings (p\u0026thinsp;=\u0026thinsp;0.049). Additionally, a significant relationship was found between \"knowing the ground of the building\" and \"willingness to participate in disaster-related studies\" (p\u0026thinsp;=\u0026thinsp;0.039 and p\u0026thinsp;=\u0026thinsp;0.000, respectively). Significant relationships were found between \"living in a neighborhood built according to development plans,\" \"the idea that disaster information should be provided at universities,\" and \"the desire to participate in first aid training\" (p\u0026thinsp;=\u0026thinsp;0.026 and p\u0026thinsp;=\u0026thinsp;0.000, respectively). Likewise, significant relationships were determined in the variables \"Being informed about possible disasters\" and \"willing to carry out disaster activities\" (p\u0026thinsp;=\u0026thinsp;0.044 and p\u0026thinsp;=\u0026thinsp;0.001, respectively). Significant relationships were also found in the factors \"presence of disaster volunteer organizations\" or \"private sector promotion of disaster awareness\" (p\u0026thinsp;=\u0026thinsp;0.037 and p\u0026thinsp;=\u0026thinsp;0.001, respectively).\u003c/p\u003e \u003cp\u003eConsciousness, awareness, and disaster preparedness are essential factors determining individuals' attitudes toward disasters. In this context, \"living prepared for disasters is important\" showed a significant relationship with the desire to participate in training (p\u0026thinsp;=\u0026thinsp;0.001). A significant relationship was found between the thought \"Disaster news does not interest me\" and the desire to participate in training (p\u0026thinsp;=\u0026thinsp;0.031). It was observed that there was a significant relationship between the thought \"I would like to participate in disaster-related studies\" and the desire to participate in training (p\u0026thinsp;=\u0026thinsp;0.000). Significant relationships were found between the thoughts \"I live in a neighborhood built according to development plans\" and \"In general, information about disasters should be provided at universities\" and the desire to participate in training (p\u0026thinsp;=\u0026thinsp;0.041 and p\u0026thinsp;=\u0026thinsp;0.046, respectively). Significant relationships were determined between the statements \"I need to be informed about possible disasters in the region I live in\" and \"Activities related to disasters should be held in the region I live\" and the desire to participate in training (p\u0026thinsp;=\u0026thinsp;0.002 and p\u0026thinsp;=\u0026thinsp;0.003, respectively). A significant relationship was found between the idea that \"the private sector should be encouraged to raise awareness against disasters\" and the desire to participate in training (p\u0026thinsp;=\u0026thinsp;0.012). However, no clear and significant connection between other variables and the desire to participate in training could be detected. According to the results of the analysis, there was generally no significant relationship between the place of residence and the variables. However, a significant relationship was found between where they live and \"the probability of any disaster occurring to the individual and his family\" (p\u0026thinsp;=\u0026thinsp;0.000), and \"whether the building was built according to the approved project\" (p\u0026thinsp;=\u0026thinsp;0.004). There is also a statistically significant relationship under the headings \"there should be voluntary organizations against disasters in the region\" and \"need to be informed about possible disasters\" (p\u0026thinsp;=\u0026thinsp;0.002 and p\u0026thinsp;=\u0026thinsp;0.001, respectively).\u003c/p\u003e \u003cp\u003eThe large data set revealed various relationships between disaster awareness and demographic factors. It has been observed that demographic factors such as age, gender, education level, and the region in which they live affect individuals' disaster awareness and preparedness. Analysis has revealed that factors such as gender and age are not determinants of disaster awareness in certain areas, but some issues have specific differences. Additionally, it has been observed that there is a significant relationship between receiving education on disasters and the level of awareness and that training can increase disaster awareness. All these findings emphasize that demographic factors should be considered to raise awareness and prepare societies for disasters.\u003c/p\u003e \u003c/div\u003e"},{"header":"5 Discussion","content":"\u003cp\u003eDisaster awareness and preparation are of great importance, especially in countries like Turkey that are exposed to earthquakes, floods, and fires. A society's preparedness for disasters and acting consciously has the potential to minimize the devastating effects of major disasters. Studies on reducing disaster damages have gained momentum, especially in recent years (Ozkazan\u0026ccedil; and Duman Y\u0026uuml;ksel 2015; Dorasamy et al. 2017), and supporting disaster awareness as a risk reduction strategy in disaster management is widely accepted (Clerveaux et al. \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). The increase in efforts to reduce disaster damages reflects societies' efforts to be prepared for disasters (Landeck 2021). Disaster preparedness is an effort to develop capabilities that enable individuals, organizations, and communities to make the right decisions when disasters occur (Wulandari et al. 2020). Such studies require the participation of states, society, and individuals (Ozkazanc and Duman Yuksel 2015). In order to achieve the primary goal of disaster management, it is essential to prepare national disaster policies and plans and create a disaster management culture. In addition, it is possible with the awareness and education of individuals and strategic planning (Bulat and \u0026Ouml;zbaşı \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). The results obtained in this study revealed the importance of education and the necessity of providing training, as Torani et al. (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) and Ivanov and Cvetković (2014) also point out.\u003c/p\u003e \u003cp\u003eSocieties' perceptions and reactions to disasters vary depending on the severity, frequency, and consequences of disasters experienced. For example, according to Goddard (2017), only 40\u0026ndash;50% of American households are prepared for disasters (Goddard 2017). In one study (Hasan et al. 2022), participants' preparedness levels for disasters were below the moderate level, and in another study (How et al. 2015), only 8% of participants evaluated themselves as disaster-prepared. In order to create a society prepared for disasters, education and awareness-raising activities on disaster management need to be rapidly disseminated (Ayvazoğlu et al. 2020). There is little research to determine whether college students with more knowledge about disaster preparedness practice more emergency preparedness behaviors (Goddard 2017). In particular, studies need to be conducted to determine young people's knowledge and awareness levels regarding disasters and to increase their knowledge and awareness (Dikmenli et al. 2018). Protecting the life safety of students and academic and administrative staff should be a top priority for universities (Jaradat et al. 2015). Disaster prevention training given in schools should aim to instill this awareness in students and provide them with safe life skills (Ooi et al. 2019). In this way, future generations will gain the habit of living more consciously and preparedly against disasters. However, universities are not yet fully prepared for disasters, and more efforts are needed in this area (Jaradat et al. 2015; Davis et al. \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). A university student's awareness of coping with disasters that may occur in society and the natural environment, as well as in his academic life, is critical, considering the ever-increasing risks of the modern world. Therefore, assessing students' awareness of disaster management is very important in raising individuals who are prepared and conscious for future disasters (D\u0026ouml;kmeci and Merin\u0026ccedil; 2018; U\u0026ccedil;an \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Patel et al. \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eOn the other hand, this study aimed to understand more deeply the impact of different demographic factors of participating students on disaster awareness and preparations by examining their attitudes and preparations towards disasters. In some studies (Hasan et al. 2022; Nifa et al. 2016; \u0026Ccedil;elik \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Adanalı et al. 2022), no statistically significant difference was found between male and female university students in terms of perceived and actual disaster preparedness. However, in Mızrak and Aslan\u0026rsquo;s study (2020), female students' perception of disaster risk was higher than male students. The results of this study generally showed that gender and age factors have a limited impact on opinions and preparedness for disaster issues.\u003c/p\u003e \u003cp\u003eThe research results show that each Faculty/School/Institute has differences in disaster preparedness, interest in disasters, willingness to participate in disaster studies, the influence of non-governmental organizations, living space preferences, and views on disaster information in universities. These results reveal the need for universities to develop customized approaches to disaster awareness and preparedness according to the needs of students. An important finding is that receiving education on disasters is closely related to the level of disaster awareness and preparedness (İnal et al. 2012; Dar and Bhat \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Some studies (Wulandari et al. 2020; Mızrak and Aslan 2020) show that disaster education does not have a significant effect on students' preparedness; Patel et al. (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), Alkalash et al. (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) and Gerdan (2014) state in their studies that both practical and theoretical disaster training is needed and it is essential to update the current curriculum on this subject (Patel et al. \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Alkalash et al. \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Gerdan 2014). Goddard\u0026rsquo;s research revealed that undergraduate students with more disaster preparedness knowledge applied more disaster preparedness behaviors (Goddard 2017). This study observed that individuals who received disaster awareness training (disaster awareness, first aid, search and rescue, etc.) had higher awareness levels about disasters. This situation shows that disaster-related training can potentially increase individuals\u0026rsquo; awareness and contribute to societies being better prepared for disasters. Additionally, it has been revealed that students living in metropolitan cities are more conscious and prepared for disasters. However, it is observed that students living in small cities or rural areas have lower levels of awareness and preparedness against disasters. The results show that in disaster preparedness processes, many variables, such as individuals\u0026rsquo; experiences, educational status, and the characteristics of the region they live in, as well as demographic factors, should be considered.\u003c/p\u003e"},{"header":"6 Conclusion","content":"\u003cp\u003eThis study has been an essential step in understanding the preparations of Ondokuz Mayıs University students toward disasters. According to the results, disaster awareness and preparedness should be addressed from a broad perspective and planned by considering demographic diversity. The results also provide meaningful guidance for other educational institutions that want to identify deficiencies in student disaster awareness and preparedness processes and improve in this area. Based on the results of this study, the following recommendations for developing future disaster management strategies will help to be better prepared for disasters and increase disaster awareness.\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eResearch shows that university disaster education programs effectively increase students' disaster awareness and preparedness levels. It has been concluded that disaster awareness increases with education and that this awareness positively affects the level of preparedness for disasters in this study. Various disaster awareness trainings, such as AFAD-supported training programs, enable students to be more prepared for disasters. Therefore, organizing training programs on disaster awareness and preparedness in universities is very important. Additionally, universities should consider various reward systems and benefits to encourage students' uptake of disaster education. Incentives such as additional support, scholarships, or certificates may be provided for students receiving disaster training. Giving students skills to cope with disasters will create a stronger and more conscious society at both individual and social levels. The content of education programs in schools should include interactive education methods such as what disasters are, how to be prepared, creating emergency plans, disaster simulations, and rescue exercises. Training curricula should be reconsidered, and the focus should be on delivering this information in an up-to-date and effective manner. Considering demographic differences, customized education and information strategies should be planned to cover different age groups, gender, and socioeconomic status.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cem\u003eFirst aid training\u003c/em\u003e is an essential skill and knowledge that can save lives in emergencies. This education should be spread to all segments of society. Increasing first aid awareness is critical in reducing the effects of disasters and emergencies. Proper application of first aid saves lives by providing quick and effective intervention to injured people. For this reason, first aid training should be organized on different platforms such as public institutions, non-governmental organizations, and schools. Every member of society should learn basic first-aid skills and put them into practice. Additionally, this training must be renewed regularly and based on current information.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eIntegration of technological developments into disaster management is of great importance. Internet and mobile technologies can provide rapid and extensive access to information before, during, and after disasters. Interactive guidance and information services regarding disaster awareness can be provided to students through mobile applications or online platforms.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eStrategies to reduce disaster risks in urban planning and construction processes should be implemented and supervised. The resilience of buildings and infrastructure is critical to minimizing the effects of disasters. By raising student's awareness of these issues and integrating sustainable planning and risk reduction strategies, societies can be more resilient to disasters.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eNon-governmental organizations and volunteer groups have great potential in disaster response. Therefore, encouraging policies should be developed so that these organizations and volunteer groups can be more influential in combating disasters. Special programs and teams should be created to increase volunteering awareness at universities, among young people, and in different segments of society.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003eThese recommendations can be adapted and expanded for similar educational institutions and communities based on the Ondokuz Mayıs University case findings. In particular, disaster management strategies that are strengthened with the participation of different segments and handled holistically and in multiple dimensions will play an essential role in minimizing the effects of future disasters. As a result, increasing university students' disaster awareness and preparedness levels will contribute to creating a more resilient and prepared society against future disasters.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eAcknowledgements\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors wish to acknowledge the support and inspiration of students and participants who helped them in the survey.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability statement\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eResearch data are not shared.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflicts of interest\u003c/strong\u003e\u003cstrong\u003estatement\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that there is no conflict of interest related to the publication of this article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics statement\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEthical approval for the research was given by Ondokuz Mayıs University Ethics Committee with the date 24.02.2023 and number 2023-37.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAdanalı RFT, \u0026Ouml;zenel N (2022) Ortaokul \u0026ouml;ğrencilerinin afet bilinci. Int J Geogr Geogr Educ 47:56-81. https://doi.org/10.32003/igge.1122725\u003c/li\u003e\n\u003cli\u003eAFAD (2024) A\u0026ccedil;ıklamalı afet y\u0026ouml;netimi terimleri s\u0026ouml;zl\u0026uuml;ğ\u0026uuml;. https://www.afad.gov.tr/aciklamali-afet-yonetimi-terimleri-sozlugu. Accessed 14 March 2024\u003c/li\u003e\n\u003cli\u003eAlkalash SH, Alhashmi EH, Alamer AM, Allihyani AS, Alhazmi RM, Bugis AM (2023) Knowledge of and attitude toward disaster preparedness among secondary school students in the western region of Saudi Arabia. Cureus 15(1)\u003c/li\u003e\n\u003cli\u003eAlrazeeni D (2015) Saudi EMS students\u0026apos; perception of and attitudes toward their preparedness for disaster management. J Educ Pract 6(35):110-116\u003c/li\u003e\n\u003cli\u003eAras M, Mumcu A, Karabey T (2021) Sağlık Bilimleri Fak\u0026uuml;ltesi \u0026ouml;ğrencilerinin afet bilin\u0026ccedil; d\u0026uuml;zeylerinin belirlenmesi. TOG\u0026Uuml; Sağ Bilim Derg 1(2):40-49\u003c/li\u003e\n\u003cli\u003eAyg\u0026uuml;l M (2020) Lise \u0026ouml;ğrencilerinin afet bilinci ve temel ilk yardım bilgi d\u0026uuml;zeylerinin belirlenmesi: Samsun-Havza \u0026ouml;rneği. Master Thesis, G\u0026uuml;m\u0026uuml;şhane University of T\u0026uuml;rkiye\u003c/li\u003e\n\u003cli\u003eAyvazoğlu G, \u0026Ccedil;eki\u0026ccedil; M, Y\u0026uuml;cel H (n.d.) Hatay Mustafa Kemal \u0026Uuml;niversitesi \u0026ouml;ğrencilerinin afet risk algısı ve afete hazırlık durumlarının değerlendirilmesi. Sos Bilim Elektr Dergi 4(7):85-96\u003c/li\u003e\n\u003cli\u003eBor NA (2023) \u0026Uuml;niversite \u0026ouml;ğrencilerinde afet farkındalık eğitimi etkinliğinin değerlendirilmesi. Afet ve Risk Derg 6(1):165-175\u003c/li\u003e\n\u003cli\u003eBulat \u0026Ccedil;, \u0026Ouml;zbaşı D (2021) \u0026Uuml;niversite personelinin afet y\u0026ouml;netimi hakkında bilgi tutum ve davranışlarının incelenmesi: \u0026Ccedil;anakkale Onsekiz Mart \u0026Uuml;niversitesi \u0026ouml;rneği. Uluslararası Sosyal ve Eğitim Bilimleri Dergisi 16:68-82\u003c/li\u003e\n\u003cli\u003eCartwright J (2007) Big stars have weather too. IOP Publishing PhysicsWeb. http://physicsweb.org/articles/news/11/6/16/1. Accessed 26 June 2007\u003c/li\u003e\n\u003cli\u003eClerveaux V, Spence B, Katada T (2010) Promoting disaster awareness in multicultural societies: The DAG approach. Disaster Prev Manag 19(2):199-218\u003c/li\u003e\n\u003cli\u003eCox A (2022) The assessment of emergency preparedness among university students. Master Thesis, Minnesota State University\u003c/li\u003e\n\u003cli\u003e\u0026Ccedil;elik İH (2023) A research on vocational school students within the framework of disaster awareness and disaster preparedness levels. Afet ve Risk Derg 6(3):852-869\u003c/li\u003e\n\u003cli\u003eDar BA, Bhat MSE (2020) A study on disaster awareness and preparedness among college students in district Baramulla of Kashmir Valley. J Crit Rev 7(19):11870-11877\u003c/li\u003e\n\u003cli\u003eDavis C (2016) Perceptions and attitudes regarding preparedness for campus crises: A focus group study of undergraduates at a southern university. Undergraduate thesis, University of Mississippi. Accessed 23 April 2024\u003c/li\u003e\n\u003cli\u003eDavis CN, Weber MC, Schulenberg SE, Green JJ (2019) University students\u0026rsquo; disaster preparedness: A focus group study. Best Pract Ment Health 15(2):29-47\u003c/li\u003e\n\u003cli\u003ePatel RK, Kermanshachi S, Namian M (2020b) A socioeconomic-based analysis of disaster preparedness awareness and education. Diamond Congress Ltd. Conference Paper. https://e-2020.creative-construction-conference.com/img/2020_book_of_abstract.pdf. Accessed 24 April 2024\u003c/li\u003e\n\u003cli\u003ePatel RK, Pamidimukkala A, Kermanshachi S, Etminani-Ghasrodashti R (2023) Disaster preparedness and awareness among university students: A structural equation analysis. Int J Environ Res Public Health 20(5):4447\u003c/li\u003e\n\u003cli\u003eRoy A (2023) Disaster risk perception, climate change awareness, and disaster preparedness among University of Texas Rio Grande Valley students. PhD diss., University of Texas Rio Grande Valley\u003c/li\u003e\n\u003cli\u003eSasmoko S, Wijaksono S, Indrianti Y (2020) Disaster awareness scale. IOP Publishing Ltd. Conference Paper\u003c/li\u003e\n\u003cli\u003eShiwaku K, Shaw R, Kandel RC, Shrestha SN, Dixit AM (2007) Future perspective of school disaster education in Nepal. Disaster Prev Manag 16(4):576-587\u003c/li\u003e\n\u003cli\u003eSinghal YK, Bhatnagar R, Lal B, Paliwal B (2016) Knowledge, attitudes, and practices of medical internship students regarding disaster preparedness at a tertiary-care hospital of Udaipur, Rajasthan, India. Int J Med Sci Public Health 5(8):1613-1616\u003c/li\u003e\n\u003cli\u003eSlifka MK, Whitton JL (2000) Clinical implications of dysregulated cytokine production. J Mol Med. https://doi.org/10.1007/s001090000086\u003c/li\u003e\n\u003cli\u003eSouth J, Blass B (2001) The future of modern genomics. Blackwell, London\u003c/li\u003e\n\u003cli\u003eTan Y, Liao X, Su H, Li C, Xiang J, Dong Z (2016) Disaster preparedness among university students in Guangzhou, China: Assessment of status and demand for disaster education. Disaster Med Public Health Prep 11(3):310-317\u003c/li\u003e\n\u003cli\u003eTanner A, Doberstein B (2015) Emergency preparedness amongst university students. Int J Disaster Risk Reduct 13:409-413\u003c/li\u003e\n\u003cli\u003eTkachuck MA (2016) Natural disaster preparedness in college students: Implications for institutions of higher learning. Master Thesis, University of Mississippi\u003c/li\u003e\n\u003cli\u003eTorani S, Moradi Majd P, Sedigh Maroufi S, Dowlati M, Sheikhi RA (2019) The importance of education on disasters and emergencies: A review article. J Educ Health Promot 8(1):85-91\u003c/li\u003e\n\u003cli\u003eToyado DM (2022) Awareness of disaster risk reduction (DRR) among students of the Catanduanes State University. Int J Eng Manag Res 12(2):38-43\u003c/li\u003e\n\u003cli\u003eTrent JW (1975) Experimental acute renal failure. Dissertation, University of California\u003c/li\u003e\n\u003cli\u003eT\u0026uuml;rkan A, Kılı\u0026ccedil; İ, Tiryakioğlu M (2019) Development of a disaster attitude scale and assessment of university students\u0026apos; attitudes towards disasters. Ege Acad Rev 19(4):457-467\u003c/li\u003e\n\u003cli\u003eU\u0026ccedil;an Sİ (2020) Konya ili Karapınar il\u0026ccedil;esinin afet ge\u0026ccedil;mişi ve Karapınar il\u0026ccedil;esindeki obruklar: Karapınar halkının afet bilinci \u0026uuml;zerine bir \u0026ccedil;alışma. Master Thesis, G\u0026uuml;m\u0026uuml;şhane University\u003c/li\u003e\n\u003cli\u003eUNISDR (2009) UNISDR terminology on disaster risk reduction. https://www.preventionweb.net/files/7817_UNISDRTerminologyEnglish.pdf. Accessed 25 April 2024\u003c/li\u003e\n\u003cli\u003e\u0026Uuml;nal S, Ada M, G\u0026ouml;nen T, Yıldırım H (2022) Uşak ilinin afet farkındalığı ve afete karşı hazırlık durum araştırması. Uşak \u0026Uuml;niversitesi Fen ve Doğa Bilimleri Dergisi 6(2):113-125\u003c/li\u003e\n\u003cli\u003eVicente R, Ferreira TM, Maio R, Koch C (2014) Awareness, behavior, and willingness regarding earthquake risk in the Portuguese urban context. Procedia Econ Finance 18:271-278\u003c/li\u003e\n\u003cli\u003eWisner B, Walker P (2005) The World Conference on Disaster Reduction. IRIN. https://www.irinnews.org/report/52789/world-world-conference-disaster-reduction. Accessed 22 April 2005\u003c/li\u003e\n\u003cli\u003eYıldırım A, Demirtaş H (2019) Sosyal bilimlerde nitel araştırma y\u0026ouml;ntemleri. Se\u0026ccedil;kin Publishing, Ankara\u003c/li\u003e\n\u003cli\u003eZengin N, Aydın A, Kutlu S (2021) \u0026Uuml;niversite \u0026ouml;ğrencilerinin afet bilgi, tutum ve davranışlarının incelenmesi. OPUS Uluslararası Toplum Araştırmaları Dergisi 18:199-215\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"natural-hazards","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"nhaz","sideBox":"Learn more about [Natural Hazards](https://www.springer.com/journal/11069)","snPcode":"11069","submissionUrl":"https://submission.nature.com/new-submission/11069/3","title":"Natural Hazards","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"em","reportingPortfolio":"Springer Hybrid","inReviewEnabled":true,"inReviewRevisionsEnabled":false},"keywords":"University students, disaster awareness, disaster preparedness, disaster planning","lastPublishedDoi":"10.21203/rs.3.rs-4621478/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4621478/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study offers a comprehensive examination to understand university students\u0026rsquo; disaster awareness and preparedness level in the case of Ondokuz Mayıs University (OMU). Within the scope of the research, focusing on disaster awareness, preparedness, and awareness of the students, an attempt was made to explain how various demographic factors affect attitudes toward disasters. A survey was conducted with the participation of 382 students who were studying in the 2022\u0026ndash;2023 Spring Semester in all faculties, colleges, and institutes within the broad academic structure of OMU. The data were examined with descriptive statistics, and the relationships between variables were evaluated using the chi-square test. According to the findings, disaster awareness and preparedness must be addressed from a broad perspective and planned, especially by considering demographic diversity. It was stated that this study could contribute to education in terms of disaster management not only for OMU but also for other higher education institutions.\u003c/p\u003e","manuscriptTitle":"Disaster Awareness and Preparedness: The Case of Ondokuz Mayıs University","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-07-19 20:18:37","doi":"10.21203/rs.3.rs-4621478/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"reviewerAgreed","content":"","date":"2024-06-28T10:26:11+00:00","index":0,"fulltext":""},{"type":"reviewersInvited","content":"","date":"2024-06-27T14:41:40+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2024-06-25T11:19:40+00:00","index":"","fulltext":""},{"type":"submitted","content":"Natural Hazards","date":"2024-06-24T07:23:55+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"natural-hazards","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"nhaz","sideBox":"Learn more about [Natural Hazards](https://www.springer.com/journal/11069)","snPcode":"11069","submissionUrl":"https://submission.nature.com/new-submission/11069/3","title":"Natural Hazards","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"em","reportingPortfolio":"Springer Hybrid","inReviewEnabled":true,"inReviewRevisionsEnabled":false}}],"origin":"","ownerIdentity":"e66dab6e-e460-4a2c-b3d5-b0a35d06c98d","owner":[],"postedDate":"July 19th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2025-07-28T16:05:55+00:00","versionOfRecord":{"articleIdentity":"rs-4621478","link":"https://doi.org/10.1007/s11069-025-07526-3","journal":{"identity":"natural-hazards","isVorOnly":false,"title":"Natural Hazards"},"publishedOn":"2025-07-21 15:57:04","publishedOnDateReadable":"July 21st, 2025"},"versionCreatedAt":"2024-07-19 20:18:37","video":"","vorDoi":"10.1007/s11069-025-07526-3","vorDoiUrl":"https://doi.org/10.1007/s11069-025-07526-3","workflowStages":[]},"version":"v1","identity":"rs-4621478","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4621478","identity":"rs-4621478","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}