How Do Teachers Integrate Disaster Readiness and Risk Reduction Concepts in Grade 9 Life Science?

Abstract

This study examined how science teachers integrate Disaster Readiness and Risk Reduction (DRRR) concepts in Grade 9 Life Science learning competencies. Using a descriptive qualitative research design, data were collected through individual interviews, focus group discussions, and document analysis. Findings revealed that teachers employ diverse integration strategies, including health–hazard, environmental, scenario-based, inquiry-based, community-based, and reflective approaches. These strategies enable students to connect scientific concepts with real-life disaster contexts, promoting awareness and resilience. However, the integration is often implicit and not consistently reflected in instructional documents such as Daily Lesson Logs. The study highlights the need for structured teaching guides to support explicit and systematic DRRR integration in science education.