Disaster risk management in teacher training at the Pedagogical University of Honduras

Abstract

This article presents the results of an analysis of the integration of Comprehensive Disaster Risk Management as a cross-cutting theme in teacher training at the Francisco Morazán National Pedagogical University. The study begins with the recognition that higher education plays a fundamental role in building a culture of prevention and resilience in the face of disaster risks, especially in vulnerable contexts such as Honduras. The approach used is a sequential, explanatory mixed-methods design, combining quantitative and qualitative elements, to identify the level of integration of this topic into curricula, faculty perceptions, and institutional challenges. The findings reveal an incipient and fragmented integration, limited actions, and a lack of a defined institutional policy on the subject. It was concluded that effective integration requires a comprehensive curricular reform, ongoing faculty training, and the adoption of a policy that incorporates this knowledge as an essential component of university curriculum development.