Nisye Frisca Andini, Riki Wanda Putra, M Fitriansyah Aldebaran

The Mediating Role of Risk Perception in the Effect of Information Literacy on Students’ Disaster Preparedness

Introduction

The mediating role of risk perception in the effect of information literacy on students’ disaster preparedness. Discover how information literacy impacts students' disaster preparedness, mediated by risk perception. Learn how institutions can enhance risk awareness to optimize student readiness.

Abstract

This study examines how information literacy influences students’ disaster preparedness by incorporating risk perception as a mediating variable. Disaster-prone higher education environments require strong information comprehension skills to support readiness against potential hazards. The research involved 184 students from Merchant Marine Polytechnic of West Sumatra and STKIP Ahlussunnah, selected using purposive sampling. quantitative survey design approach was applied using SEM-PLS path analysis to evaluate direct and indirect effects. The results show that information literacy significantly influences disaster preparedness through an indirect effect mediated by risk perception (β = 0.205; p = 0.000). This finding highlights that risk perception strengthens the translation of information literacy into concrete preparedness actions. Practically, institutions should design information literacy programs that enhance not only access to technical data but als4o students’ awareness and appraisal of disaster risks. This study is limited by its focus on two campuses in a specific geographic area, suggesting the need for broader comparative studies. Overall, the research confirms that incorporating psychological components such as risk perception is essential for optimizing disaster preparedness strategies among university students.

Review

This study critically examines the intricate relationship between information literacy and disaster preparedness among university students, thoughtfully incorporating risk perception as a mediating variable. The research addresses a pertinent need in disaster-prone higher education settings by investigating how information comprehension skills translate into readiness. Utilizing a quantitative survey design with SEM-PLS path analysis, the authors gathered data from 184 students across two specific institutions in West Sumatra. The central finding indicates a significant indirect effect of information literacy on disaster preparedness, strongly mediated by risk perception (β = 0.205; p = 0.000), highlighting the critical role of psychological factors in this process. A key strength of this paper is its innovative integration of risk perception, moving beyond a simplistic direct correlation to reveal a more sophisticated mechanism. This mediating role elucidates *how* information literacy truly translates into preparedness actions, strengthening the practical implications for intervention design. The methodological choice of SEM-PLS is well-suited for analyzing such complex direct and indirect relationships, lending credibility to the statistical findings. The practical recommendation—that institutions should develop information literacy programs that not only provide technical data but also cultivate students' awareness and appraisal of disaster risks—is particularly insightful and provides a clear, actionable directive for enhancing preparedness strategies. While the study offers valuable insights, it explicitly acknowledges a limitation in its narrow focus on two specific campuses within a defined geographic area. This specificity may limit the broader generalizability of the findings, suggesting a clear avenue for future research. Expanding the scope to include more diverse institutional settings, geographical regions, and cultural contexts would significantly enhance the external validity and comparative understanding of these relationships. Nevertheless, this research effectively confirms the indispensable role of psychological components, particularly risk perception, in optimizing disaster preparedness strategies among university students, making a meaningful contribution to the field.

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