Application of Design Probes to Foster Children's Creative Participation in Disaster Risk Reduction

Abstract

Historically, children have been considered a vulnerable and less vocal group in disaster risk reduction (DRR). Their limited involvement has often been attributed to physical and psychological vulnerabilities, which has resulted in an underestimation of their potential contributions to disaster preparedness. Despite these vulnerabilities, children possess imagination, adaptability, and fresh perspectives that can influence disaster preparedness in ways that adults may not. While there is an increase in research aimed at involving children more actively in DRR, challenging traditional top-down approaches, there is still a growing need to explore new ways to engage them.

This research aimed to explore how design probes could be used to harness these qualities in children, encouraging meaningful participation and agency in DRR activities. Design probes, which are traditionally used to gain insights into people’s everyday lives and perspectives, were adapted and applied in this study to actively engage children in DRR processes. This involved designing, prototyping, and refining a series of playful and narrative-driven activities that enabled children to explore disaster preparedness creatively and personally. The probe tool in this study is called Kit, a name with twofold significance: it refers to the probe 'kit' or package, as mentioned in the literature on probes, and to the character 'Kit,' created to be embedded in the probe booklets to guide participants through the activities. Kit served not only as a tool for gathering data on children’s perceptions and knowledge of DRR but also involved them in the co-design of the probe activities to ensure they aligned with their experiences and learning preferences. Through this iterative process, informed by participant feedback, a set of engaging and meaningful activities was developed, connecting disaster preparedness to children’s daily lives in a tangible way.

The study's findings demonstrate that design probes can offer a unique and flexible approach to DRR education, moving beyond traditional top-down approaches such as school drills and standardised procedural instructions for emergency responses. Children in the study demonstrated a strong ability to articulate their understanding of disaster risks, with many expressing a shift in perception from seeing disasters as uncontrollable events to recognising preparedness as a personal responsibility. For example, several participants highlighted that they had never considered their role in emergency preparedness at home before engaging with Kit, but later initiated conversations with their families about evacuation plans and emergency supplies. This creative and interactive approach enabled children to see themselves as active participants in building resilience, contributing to a deeper understanding of disaster risks. Additionally, observations and feedback revealed that hands-on activities and games were particularly effective in helping children retain key preparedness concepts, as they could actively come up with responses rather than merely read about them. The study also identified the need to adapt creative DRR tools to suit children’s diverse preferences and backgrounds. Initially, the design probes were developed as physical, paper-based materials. While this approach was effective, some findings suggest that integrating digital components could further enhance engagement and accessibility. Subsequently, a hybrid "phygital" approach, blending physical and digital tools, would not only accommodate children’s familiarity with technology but also address practical challenges, such as the loss of physical materials.

Ultimately, this research contributes to the growing understanding of child-centred DRR education, showing that participatory, adaptable methods such as design probes can significantly enhance children’s involvement, understanding, and roles in disaster preparedness and resilience-building efforts. These findings have important implications for both policy and practice. By recognising children as active participants, policymakers can shape more inclusive DRR strategies that empower younger generations and ensure their voices and ideas are incorporated into resilience-building efforts. Furthermore, educational frameworks may benefit from adopting similar participatory tools and integrating them into school curricula and community programmes to create more robust, child-inclusive disaster preparedness initiatives. Such integration would foster a culture of resilience that extends from children to families and communities, ultimately strengthening overall disaster readiness at multiple societal levels.