<![CDATA[Education in disaster contexts has predominantly emphasized physical safety, psychosocial recovery, and resilience, while the role of spirituality as a source of meaning-making and identity reconstruction remains underexplored. This conceptual paper addresses this gap by examining how spirituality can enrich educational responses to disasters through an interdisciplinary synthesis of literature from education, psychology, and disaster studies. Using an interpretive conceptual approach, the paper integrates key theoretical perspectives to develop a framework that explains the relationships among disaster experience, spiritual meaning-making, educational mediation, and identity reconstruction. The proposed framework conceptualizes recovery as a dynamic educational process in which spirituality functions not merely as a coping resource but as a foundation for reconstructing meaning, resilience, and personal identity following crisis. By positioning education as a mediating space that connects spiritual reflection with transformative learning, this paper contributes a conceptual model that expands existing approaches to disaster education and offers directions for future research and educational practice in post-disaster contexts.]]>
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