The Impact of Community Empowerment Theory-Based Education on Disaster Response Preparedness among University Students

Shahraki-Sanavi, Fariba; Tabatabaei, Seyed Moham Nasiraldin

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The Impact of Community Empowerment Theory-Based Education on Disaster Response Preparedness among University Students

Fariba Shahraki-Sanavi ^*

, Seyed Moham Nasiraldin Tabatabaei

Abstract: (142 Views)

Background and Objectives: Given Iran's position among high-risk countries in terms of natural disasters and the increasing complexity of crisis management, empowering academic populations—particularly medical students—as key components of the health system during emergencies is of heightened importance. This study was designed and conducted to evaluate the effectiveness of an educational intervention based on the Community Empowerment Theory in enhancing disaster response preparedness among university students.

Material and Methods: This quasi-experimental study with a pretest–posttest control group design was conducted in 2021 among 310 students (155 in each group) at Zahedan University of Medical Sciences. Participants were randomly selected through simple random sampling. Data were collected using a researcher-developed questionnaire with confirmed content validity and acceptable internal consistency. The educational intervention comprised four one-hour sessions designed around core constructs of empowerment theory, including self-efficacy, behavioral intention, motivation, participation, general and critical awareness, and practical skills. Data were analyzed using SPSS version 23 with independent t-tests, chi-square tests, and linear regression models.

Results: The mean age of participants was 21.3 ± 3.6 years in the intervention group and 22.2 ± 5.1 years in the control group, with no significant difference between them (P=0.09). After the intervention, significant improvements were observed in all empowerment components in the intervention group compared to the control group (P<0.001). Multivariate regression analysis revealed that training exposure, intention, motivation, and skill were strong predictors of enhanced disaster-related self-efficacy (P< 0.001).

Conclusion: The findings underscore the effectiveness of empowerment-based education in enhancing students’ readiness to respond to disasters. This approach can serve as a practical strategy for improving skillsets and motivation among youth to engage proactively in the disasters. It is recommended that participatory, context-adapted educational frameworks be integrated into university disaster risk reduction (DRR) policies as an effective capacity-building strategy.

Open Access Policy: This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/

Keywords: Disaster Preparedness, Community Empowerment, Theory-Based Education, Self-Efficacy, University Students

Type of Study: Research | Subject: Health Promotion Interventions
Received: 2025/01/21 | Accepted: 2025/06/5

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