<![CDATA[A disaster aware culture is a critical component of disaster risk reduction within school environments. Geography education has substantial potential to foster this culture because its subject matter inherently encompasses geosphere processes, spatial relationships, human–environment interactions, and hazard mitigation. However, empirical evidence regarding the specific contributions of geography pedagogy to a disaster-aware culture remains fragmented across instructional strategies, disaster contexts, and student outcome metrics. This study employed a scoping review design guided by the PRISMA-ScR framework to map and synthesize current empirical evidence. A literature search via Google Scholar using Publish or Perish yielded 60 initial records. Following a two-stage screening process based on predefined criteria, 24 empirical studies (2010–2025) were selected for final qualitative content analysis. Synthesis identified seven dominant pedagogical approaches: contextual learning (n = 5), project-based learning (n = 3), experiential learning (n = 4), disaster simulations and drills (n = 3), geospatial-technology-based learning (n = 4), disaster-literacy-based learning (n = 3), and the whole-school approach (n = 2). Geography instruction positively influenced core indicators of a disaster-aware culture, primarily disaster knowledge (n = 4), disaster literacy (n = 3), risk awareness (n = 3), preparedness (n = 4), attitudes (n = 2), mitigation behavior (n = 2), decision-making (n = 2), environmental responsibility (n = 1), geographical awareness (n = 2), and disaster resilience (n = 1). Nevertheless, these findings reflect identified pedagogical patterns rather than uniform causal effects due to corpus heterogeneity. Methodological limitations include database reliance and selection bias. Future research should utilize multi-database strategies, standardized operational definitions, and longitudinal designs to evaluate long-term efficacy across diverse school contexts.]]>
