Original Research

Disaster management education in environmental health programs: Academic perspectives within the South African higher education context

Patience Mbola, Davies V. Nkosi, Oyewale M. Morakinyo
Jàmbá: Journal of Disaster Risk Studies | Vol 17, No 1 | a1949 | DOI: https://doi.org/10.4102/jamba.v17i1.1949 | © 2025 Patience Mbola, Davies V. Nkosi, Oyewale M. Morakinyo | This work is licensed under CC Attribution 4.0
Submitted: 08 June 2025 | Published: 25 October 2025

About the author(s)

Patience Mbola, Department of Environmental Health, Faculty of Science, Tshwane University of Technology, Pretoria Department of Environmental and Occupational Studies, Faculty of Applied Science, Cape Peninsula University of Technology, Cape Town, South Africa
Davies V. Nkosi, Department of Environmental Health, Faculty of Science, Tshwane University of Technology, Pretoria, South Africa
Oyewale M. Morakinyo, Department of Environmental Health Sciences, Faculty of Public Health, University of Ibadan, Ibadan, Nigeria

Abstract

Environmental health practitioners (EHPs) are expected to possess critical competencies in disaster risk reduction, emergency response and recovery, which should ideally be developed during undergraduate education. However, since the transition in 2016 from diploma to degree programmes in environmental health in South African higher institutions, there has been limited insight into the adequacy of disaster management training in these programmes. This study aimed to analyse the training content, course structures and competency frameworks currently employed to prepare EHPs in South Africa for roles in disaster management. An exploratory concurrent mixed-methods design examined the current structure and delivery of disaster management modules in environmental health programmes across South Africa. A semi-structured self-administered questionnaire was used to elicit information on the relevance of disaster management in environmental health, course delivery, competency approaches and work-integrated learning. Findings revealed systemic inconsistencies and critical gaps in curriculum implementation. These challenges included the lack of module duration, structure standardisation and the limited integration of work-integrated learning and digital learning methodologies. The study concludes that a standardised national curriculum is needed that is aligned with the South African Disaster Management Framework, the EHP professional scope of practice and the Sendai Framework for Disaster Risk Reduction.
Contribution: The study recommends establishing a Disaster Management Academics Forum to improve curriculum consistency, encourage academic collaboration and promote ongoing quality enhancement. These measures are essential for maintaining uniform graduate skills, which will strengthen the professional capacity of EHPs as frontline workers in disaster risk reduction and further reinforce South Africa’s long-term resilience.


Keywords

disaster management; emergencies; education; environmental health; competencies; disasters

Sustainable Development Goal

Goal 13: Climate action

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