The research represents a critical issue in contemporary society as it recognises its importance to help improve safety education and prepare students for real-life emergencies. Our research focuses on addressing a research question — How do situational tasks develop students' ability to respond effectively to life-threatening situations? The decision to conduct this study was driven by the increasing number of emergencies in society and the urgent need to equip students with the skills for quick and appropriate reactions in such scenarios. Life-threatening situations for students include high-stress events such as fires, earthquakes, floods, mudslides, and other emergencies that pose serious risks to their safety and well-being.

This study is particularly relevant due to the widespread lack of serious attention to various dangers and preventive measures in society (Belov, 2010). Belov (2010) emphasised that the tendency to disregard or neglect training exercises both in schools and the broader community, reflecting deep-seated societal attitudes, are key factors contributing to critical situations This issue is further supported by statistical data highlighting the occurrence of life-threatening situations such as floods, earthquakes, fires, mining hazards, and risks associated with open quarries and excursions to places like the Charyn Canyon. Furthermore, the absence of a strong safety culture among younger generations presents a serious risk, potentially resulting in a rise in accidents and disasters in the future.

In this context, the primary objective of the study was to develop students' safe behaviour skills through the use of situational tasks in geography, English, and world history lessons.

Situational tasks, in this study, refer to exercises that allow students to gradually and systematically apply theoretical knowledge in practice. Integrating such tasks into lessons improves students' independence, improves their ability to make quick and accurate decisions in life-threatening situations, and strengthens their overall preparedness for emergencies (Pomazanova, 2022).

The seminal works of our study include the perspective of Peek, L. (2023), who highlights the importance of educating students on safe behaviour in hazardous situations, including natural disasters, technological hazards, and social threats. Developing students' capacities for risk awareness, emergency preparedness, and psychological resilience has become a key priority for educational institutions (Abramova & Stankevich, 2017, Khanislamova, 2011).

In recent years, there has been a steady increase in emergencies of natural, technological, and social origin, highlighting the urgent need to address issues of safe behaviour at all levels. Numerous factors contribute to life-threatening situations, with one of the most significant being the low-safety culture within society (Peden et al., 2008). Disregarding safety protocols, workplace regulations, and rules of safe conduct, along with a careless attitude toward personal and public safety, are among the primary causes of critical incidents (Peek, 2023). Moreover, the lack of a strong safety culture among younger generations poses a serious risk to society, potentially leading to a rise in accidents and disasters in the future (Johnson et al., 2014).

Johnson et al. (2014) assessed disaster education programs and identified substantial advantages in equipping children for emergencies. Their findings suggest that well-structured and effectively implemented educational initiatives significantly strengthen children's awareness of potential risks and appropriate response strategies. These programs not only expand children's knowledge of disasters but also improve their practical abilities, including evacuation procedures and basic first aid skills.

A review of the literature on this research topic indicates that the use of situational tasks as a method for developing students' safe behaviour skills has been extensively studied by educators and scholars in the field of education. Academic research emphasizes the importance of this approach in equipping children and adolescents with the necessary skills to ensure their safety in various real-life situations.

The study employed various research methods, including classroom observations, pre-and post-surveys, modelled situational tasks, and their practical application. Additionally, lessons were recorded on video, and discussions on current national and global news events were incorporated to develop students’ engagement with real-world safety issues. Before conducting the study, the focus group teachers analysed the curricula for Geography and English to identify topics related to life-threatening situations. The learning objectives associated with the selected topics played a key role in the study, particularly in assessing the impact of climate on human life in Kazakhstan. Based on these objectives, collaborative lesson plans were developed, incorporating carefully designed questions and situational tasks. These tasks were structured to enable students to make informed decisions in life-threatening situations while also providing clear instructions on how to navigate and respond to emergencies effectively. The first pre-survey of 29 eighth-grade students revealed that many had encountered life-threatening situations such as earthquakes (34%), extreme weather (21%), and road accidents (17%). These findings highlight the need for targeted educational interventions, prompting focus group teachers to stress the importance of further research and broader dissemination of safety education. As part of the lesson on "Climate and Human Life", students analysed dust storms in Almaty (July 23, 2023, and March 28, 2024), discussed associated risks, and created an "Action Algorithm". After the March 2024 storm, a survey showed varied student reactions: 5 developed a fear of emergency alerts, 9 felt mildly alarmed, 4 were frightened by rattling windows, and 6 ignored the warnings. In the final stage, students analysed two earthquakes in Almaty (January 23 and March 4, 2024). The first, occurring at night, caused chaotic reactions at home but with parental reassurance, while the second, during school hours, led to panic and uncertainty. A post-earthquake survey revealed that 80% of students ran outside immediately, while only 20% followed safety protocols. These findings underscore the study's relevance and highlight the need for improved preparedness and safety education at both school and city levels. This study was conducted following ethical guidelines to ensure participants’ safety, rights, and well-being. Informed consent was obtained, and data was anonymised for privacy (Cohen, 2007). To protect student privacy, all survey responses and observations were anonymised, and video recordings were used solely for research purposes (Bell, 2010). Given the sensitive nature of discussing life-threatening situations, a psychologically safe environment was created, allowing students to engage without distress.

The study revealed several important findings. Students showed a marked increase in their awareness of life-threatening situations, which was reflected in both the results of the final survey and their engagement with situational tasks. The research also underscored the need for schools to rethink their approach to preventive training, emphasizing its role in building a culture of preparedness. Throughout the study, students demonstrated critical thinking skills by analysing real-life scenarios and applying their knowledge in practice. Their work resulted in meaningful outputs, including posters, safety guidelines, and presentations, which reinforced their learning. On a deeper level, the study contributed to a more conscious perception of safety-related challenges, while at a practical level, it helped students develop essential decision-making skills for responding to emergencies. Moreover, it fostered a stronger sense of responsibility for personal and collective safety. The comparison of initial and final survey results confirmed the study’s relevance, highlighting the importance of integrating situational tasks into the curriculum to increase student’s ability to navigate real-world risks effectively. Based on the findings of this study, we conclude that the use of situational tasks in educational practice yields significant positive results in developing students' safe behaviour skills. This method effectively integrates theoretical knowledge with practical application, enhancing students’ ability to internalize the material and increasing their preparedness for real-life situations.

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