Educating for emergencies: cognitive risk appraisal and emotion regulation as socioeducational competencies in contexts of vulnerability

Abstract

This paper reconceptualizes emergency pedagogy from a preventive perspective, moving beyond the predominantly reactive orientation of Education in Emergencies. Through a critical review of international literature, a conceptual framework is developed integrating four interdependent dimensions: cognitive appraisal, emotion regulation, relational and experiential-methodological dimensions. The first two are identified as core processes underlying adaptive behaviour in risk contexts, while the latter function as mediating and operational levels within educational settings. The model shows how effective responses to emergencies emerge from the dynamic interaction of cognitive, emotional and social processes, enacted through situated educational practices. The framework supports the design of preventive educational interventions that can be systematically integrated into school curricula, fostering competencies for managing uncertainty and risk.