<![CDATA[Background: Disaster preparedness education in early childhood education (ECE) remains underexplored despite Indonesia’s high disaster risk. Objective: This study analyzes the implementation of Disaster-Safe Education Units (SPAB) in Early Childhood Education (PAUD) in Indonesia using an institutional theory perspective, focusing on coercive, mimetic, and normative pressures. Methods: This study applies a Systematic Literature Review (SLR) following the PRISMA protocol. Data were collected from Scopus and Google Scholar databases for 2021–2025. Four studies met the inclusion criteria and were analyzed qualitatively based on institutional pressure dimensions. Results: SPAB implementation in PAUD is mainly driven by coercive pressures through regulatory frameworks, especially Minister of Education Regulation No. 33 of 2019. Mimetic pressures remain limited due to the absence of replicable best-practice models, while normative pressures are weak because of insufficient teacher capacity and limited disaster risk reduction training. Consequently, SPAB implementation tends to be administrative and not fully integrated into pedagogical practices. Conclusion: The imbalance of institutional pressures creates a “compliance without commitment” phenomenon in SPAB implementation. Strengthening pilot models, teacher capacity building, and multi-stakeholder collaboration is necessary to support sustainable disaster preparedness in early childhood education.]]>
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