5:15 PM - 6:30 PM
[HDS08-P07] Status of provision of disaster prevention information and learning to international students at national and public universities and their issues
Keywords:international students, study for disaster prevention, information of disaster prevention, university, questionnaire survey
In this study, we will clarify the status of dissemination of disaster prevention information and the implementation and support of disaster prevention to international students learning at national and public universities. Questionnaires were distributed by mail to departments that support international students at 179 universities nationwide (collection number 78, collection rate 43.6%).
Results
1) Status of provision of disaster prevention information at orientation
52.6% of univ. provide disaster information at orientation, and 55.1% of univ. distribute and post disaster information issued by local governments. 44.9% of univ. provide disaster information in languages other than Japanese. The languages used was English (100%), Simplified Chinese (54.3%), Korean (37.1%), Traditional Chinese (14.3%), and other languages (11.4%).
2) Status of learning opportunities related to disaster prevention
When it comes to safety confirmation systems and training for their use between univ. and international students, only 30 univ. "have system, and are training". Regarding "evacuation drills at univ.", 34 univ. "conducted and many international students participated" and 16 univ. "conducted but the participation rate of international students was low". At 66 univ., there were no disaster prevention events in collaboration with the local community. Only 15 univ. provided guidance on disaster drills of local community and encouraged international students to participate.
18 univ. have "established" classes for international students studying disasters and disaster prevention of Japan, and 4 of them "take many international students". There were 58 universities that did not provide Japanese language education including vocabulary and expressions of a disaster.
3) Issues felt by the university
The following issues were raised as problems in disaster prevention support and guidance for international students.
# Insufficient communication and Japanese proficiency (43 univ.)
# Unrecognized possibility of disaster (30 univ.)
# Influence of culture and lifestyle of country of origin (28 univ.)
# Incomprehensible jargon (28 univ.)
# Insufficient understanding and image of disasters and disaster prevention caused by the lack of disaster experience and learning opportunities in the home country (26 univ.)
The following issues were also raised.
# International students do not fully understand the characteristics of the natural environment and the structure of the town in their area (22 univ.)
# Undeveloped information provision routes and venues (22 s univ.)
# Difficulty in collaboration between international students and the community at the time of the disaster (21 univ.)
# Weak connection between international students and the community (21 univ.)
In addition, we asked each university's views on the need for learning support, guidance and information provision for community-related disasters for international students. 45 universities replied, "We should not only disseminate and train information on disaster prevention on campus, but also support and provide information on disasters related to the region, but we have not fully implemented it."
Issues and improvement measures considered from the results of the questionnaire
When international students begin their college life in Japan where the high-risk area in disaster, information provision, training, events, orientation and classes at univ. can be an important opportunity to recognize and prepare for disaster risks.
The departments in charge of international students at many univ. are aware of the following. Problems with Japanese language proficiency, low knowledge and awareness of disaster due to lack of experience and learning, differences in lifestyle, inadequate understanding of the region and inadequate cooperation with the region. In addition, they feel that it is necessary to devise environmental improvement and disaster prevention learning in order to improve these problems. However, they are struggling to be unable to fulfill. There are various things that need to be dealt with in support of international students, and it is difficult to devote a lot of time, labor, cost, and human resources to the enhancement of disaster prevention learning and activities. However, there are some aspects in which the situation can be improved and improved with a little ingenuity and consideration, and it is desirable to start from there.
Results
1) Status of provision of disaster prevention information at orientation
52.6% of univ. provide disaster information at orientation, and 55.1% of univ. distribute and post disaster information issued by local governments. 44.9% of univ. provide disaster information in languages other than Japanese. The languages used was English (100%), Simplified Chinese (54.3%), Korean (37.1%), Traditional Chinese (14.3%), and other languages (11.4%).
2) Status of learning opportunities related to disaster prevention
When it comes to safety confirmation systems and training for their use between univ. and international students, only 30 univ. "have system, and are training". Regarding "evacuation drills at univ.", 34 univ. "conducted and many international students participated" and 16 univ. "conducted but the participation rate of international students was low". At 66 univ., there were no disaster prevention events in collaboration with the local community. Only 15 univ. provided guidance on disaster drills of local community and encouraged international students to participate.
18 univ. have "established" classes for international students studying disasters and disaster prevention of Japan, and 4 of them "take many international students". There were 58 universities that did not provide Japanese language education including vocabulary and expressions of a disaster.
3) Issues felt by the university
The following issues were raised as problems in disaster prevention support and guidance for international students.
# Insufficient communication and Japanese proficiency (43 univ.)
# Unrecognized possibility of disaster (30 univ.)
# Influence of culture and lifestyle of country of origin (28 univ.)
# Incomprehensible jargon (28 univ.)
# Insufficient understanding and image of disasters and disaster prevention caused by the lack of disaster experience and learning opportunities in the home country (26 univ.)
The following issues were also raised.
# International students do not fully understand the characteristics of the natural environment and the structure of the town in their area (22 univ.)
# Undeveloped information provision routes and venues (22 s univ.)
# Difficulty in collaboration between international students and the community at the time of the disaster (21 univ.)
# Weak connection between international students and the community (21 univ.)
In addition, we asked each university's views on the need for learning support, guidance and information provision for community-related disasters for international students. 45 universities replied, "We should not only disseminate and train information on disaster prevention on campus, but also support and provide information on disasters related to the region, but we have not fully implemented it."
Issues and improvement measures considered from the results of the questionnaire
When international students begin their college life in Japan where the high-risk area in disaster, information provision, training, events, orientation and classes at univ. can be an important opportunity to recognize and prepare for disaster risks.
The departments in charge of international students at many univ. are aware of the following. Problems with Japanese language proficiency, low knowledge and awareness of disaster due to lack of experience and learning, differences in lifestyle, inadequate understanding of the region and inadequate cooperation with the region. In addition, they feel that it is necessary to devise environmental improvement and disaster prevention learning in order to improve these problems. However, they are struggling to be unable to fulfill. There are various things that need to be dealt with in support of international students, and it is difficult to devote a lot of time, labor, cost, and human resources to the enhancement of disaster prevention learning and activities. However, there are some aspects in which the situation can be improved and improved with a little ingenuity and consideration, and it is desirable to start from there.