Wulan Aulia Azizah, Barokah Isdaryanti, Sigit Yulianto, Moh. Farizqo Irvan, Raihani Afifah, Norita Agustina Subagyo
Central Java is one of the provinces with the highest risk of natural disasters such as landslides, floods, extreme weather, tidal waves/abrasion, and earthquakes. These catastrophes result in mortality and psychological trauma, particularly among children. This article examines how STEAM (Science, Technology, Engineering, Arts, and Mathematics) integrated in Disaster Risk Reduction (DRR) to significantly enhance student climate literacy. The study's aims are: 1) to investigate the review of article publication; 2) to investigate conceptual framework of STEAM Education integrated with DRR; and 3) to analyze the STEAM Education DRR activities to support students' climate literacy. This study employs the Systematic Literature Review with modified PRISMA model with bibliometric R-Studio approach in five stages, namely literature collection, inclusion and exclusion processes, in-depth literature analysis, the development of a theoretical framework, and reviewed of analysis results. The findings review of 22 articles on STEAM education integrated with Disaster Risk Reduction (DRR) for supporting students' climate literacy highlight significant opportunity for more quantitative and quasi-experimental research to validate the impact of STEAM integrated DRR on student outcomes, particularly in supporting climate literacy. Furthermore, integrating real-world environmental situations makes students more relevant to the local context and strengthens community resilience. Schools, instructors, students, and the community are all involved in its implementation. The integration of STEAM education within the DRR framework offers a holistic and interdisciplinary approach to disaster preparedness which empowers students with critical thinking, creativity, and resilience, preparing them to actively contribute to disaster preparedness and climate change mitigation. Student involvement as climate change agents can have long-term advantages because it empowers students with the skills, knowledge, and motivation necessary to effectively understand and tackle climate-related issues. © 2026 Author(s).
Department of Elementary Teacher Education, Universitas Negeri Semarang, Indonesia
