Reframing Sustainable Development and Disaster Management: Moving Beyond Technical Solutions toward Human-Centered Approaches

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Abstract

Sustainable development and disaster management require approaches that extend beyond technical solutions to prioritize human development, ethical responsibility, and social well-being.While engineering innovations, scientific modeling, and technological interventions remain essential, growing evidence indicates that purely technocratic responses are inadequate for addressing the complex social, cultural, and moral dimensions of contemporary development and disaster risks.This article employs a rapid review methodology to synthesize evidence from 42 peer-reviewed articles and authoritative reports published between 2010 and 2024.Literature was retrieved from databases including Scopus, Web of Science, Google Scholar, and United Nations agency repositories using predefined keywords related to human-centered development, disaster management, sustainability, ethics, and community resilience.The findings demonstrate that interventions integrating community participation, social capital, cultural values, and ethical leadership consistently produce stronger outcomes in resilience, recovery, and sustainability, particularly in low-and middle-income contexts.Evidence from disaster-prone regions further shows that community-led preparedness, inclusive governance, and value-driven leadership significantly enhance adaptive capacity and reduce long-term vulnerability.Additionally, human development factors, such as education, social protection, equity, and psychosocial support, are critical to sustainable recovery and development trajectories.The review concludes that development and disaster frameworks must shift toward human-centered models that integrate ethical considerations, social inclusion, and local knowledge systems.

Fields of Study & Subjects

Disaster Management and Resilience Earthquake and Disaster Impact Studies Community and Sustainable Development

Publication details

Journal / source
Journal of Research Innovation and Implications in Education
Publication date
13 March 2026
Language
EN