Communicative Learning in Crisis: How Balinese Local Wisdom Shapes Educational Responses to Mount Agung's Volcanic Threats
Communicative Learning in Crisis: How Balinese Local Wisdom Shapes Educational Responses to Mount Agung's Volcanic Threats

Summary/Abstract: Background/purpose. The eruption of Mount Agung in Bali from 2017 to 2019 had a significant impact not only on the island’s physical landscape but also on its social structures and educational continuity. This study examines the role of Balinese local wisdom in shaping communicative learning strategies during the volcanic crisis. Specifically, it explores how traditional belief systems, religious practices, and trusted community figures informed disaster education and contributed to local resilience. Materials/methods. Employing a qualitative case study design, the research focuses on two villages located within Mount Agung’s highrisk zone: Amerta Bhuana and Duda Timur. Drawing on symbolic interactionism, communicator ethos, and disaster literacy as conceptual frameworks, data were collected through 21 semistructured interviews, 22 field-based observations, and analysis of 15 cultural and administrative documents. Participants included religious authorities (Jero Mangku), local officials, community members, and representatives from Pasebaya Agung. Results. The findings reveal that disaster communication in these communities is deeply interwoven with spiritual narratives and cultural symbols. Traditional leaders serve not only as religious guides but also as primary communicators of environmental risk, enhancing trust and motivating community action. Informal learning environments—such as temple ceremonies, village assemblies, and oral traditions—play a central role in transmitting disaster knowledge. This culturally embedded approach fosters a form of disaster literacy that integrates emotional, spiritual, and symbolic understanding with practical awareness. Conclusion. The study highlights the effectiveness of hybrid communication models that blend scientific information with indigenous knowledge systems. Incorporating culturally meaningful practices into disaster education enhances credibility, promotes sustained community engagement, and strengthens overall preparedness. These findings underscore the importance of culturally responsive approaches in designing disaster education programs for vulnerable regions.

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