This paper explores how transformative learning approaches can foster community resilience in the aftermath of natural disasters, focusing on the case of the February 6, 2023, earthquakes in Türkiye. Drawing on diverse disciplinary perspectives, the discussion examines the interplay between education, social cohesion, and economic recovery in post-disaster contexts, emphasizing the European and international relevance of community-based interventions for disaster resilience.

The paper seeks to address the following question: How can community-based transformative learning approaches enhance resilience and facilitate recovery in communities affected by disasters? Through this inquiry, it aims to identify strategies that integrate psychosocial, social, and economic dimensions of recovery into educational practices, with a particular emphasis on marginalized and vulnerable populations.

The paper is grounded in transformative learning theory (Mezirow, 1997), which emphasizes critical reflection, the reassessment of prior assumptions, and the development of new perspectives through collaborative learning processes. Additionally, the discussion draws on theories of resilience (Ungar, 2012) and community-based education, emphasizing the social and relational aspects of recovery in disaster-affected settings. By situating transformative learning within a broader socio-ecological framework, the paper critically examines how local and international educational practices can build bridges between communities, fostering solidarity and shared recovery efforts.

This paper presents findings from a qualitative study grounded in a phenomenological approach conducted in Türkiye’s earthquake-affected regions (Kahramanmaraş, Hatay, Gaziantep, and Adıyaman). The study involved semi-structured interviews with 18 master trainers and 11 trainees participating in community-based learning programs designed for earthquake survivors. Using phenomenology, the research sought to understand and describe the lived experiences of participants, focusing on how they perceived and made sense of the programs they engaged with during post-earthquake recovery. Data were analyzed using content analysis to explore the impacts of these programs on participants' psychosocial well-being, social integration, and economic recovery. The findings illuminate the transformative potential of these programs in strengthening community bonds and fostering individual empowerment by uncovering shared experiences and highlighting the essential dynamics of community-based learning in disaster contexts.

In addition, the paper incorporates comparative perspectives from European and international contexts, drawing on case studies and examples of community-based educational initiatives implemented after disasters such as the L’Aquila earthquake in Italy and the 2004 Indian Ocean tsunami. These comparisons help contextualize Türkiye’s experience within a global framework and identify transferable lessons for fostering resilience in diverse disaster-prone settings.

The paper aims to achieve the following objectives:

By highlighting the experiences of earthquake survivors in Türkiye, the discussion explores how transformative learning programs can address the psychological, social, and economic challenges of recovery. The paper analyzes the key components of successful community-based programs, such as participatory design, culturally responsive content, and interdisciplinary collaboration. The paper fosters dialogue between researchers, policymakers, and practitioners, emphasizing the relevance of the findings for European and international disaster recovery efforts. The discussion advocates for strategies that prioritize the needs of marginalized groups, such as women, children, and migrants, in the design and implementation of recovery programs.

Natural disasters know no borders, and the challenges of post-disaster recovery demand collaborative and transnational responses. The paper underscores the importance of international cooperation in sharing knowledge, resources, and expertise to address these challenges. By engaging with examples from Türkiye and Europe, the discussion highlights how transformative learning can serve as a unifying framework for fostering resilience across diverse cultural and socio-economic contexts. In doing so, the paper aligns with the broader European agenda of promoting solidarity, social cohesion, and sustainability in the face of global challenges, contributing to a shared vision of resilient and inclusive communities.

This paper presents findings from a qualitative study conducted in Türkiye’s earthquake-affected regions of Kahramanmaraş, Hatay, Gaziantep, and Adıyaman. The research aims to analyze the impact of community-based transformative learning and lifelong education programs implemented by the General Directorate of Lifelong Learning (GDLL) after the February 6, 2023, earthquake. Employing a qualitative phenomenological design, the study focuses on understanding the lived experiences of earthquake survivors and educators involved in these programs. Phenomenology, as defined by Creswell (2014), examines how individuals experience, perceive, and interpret a specific phenomenon. This framework was employed to explore the experiences of 18 master trainers and 11 trainees who participated in post-earthquake educational programs. Data collection was conducted through semi-structured, in-depth interviews designed to uncover insights into the psychological, social, and economic recovery processes facilitated by the programs. The interviews targeted two key participant groups: Master Trainers (n=18): These were earthquake survivors serving as educators in public education centers. Questions addressed their roles in resilience-building, adaptive teaching methods, and the challenges they faced in delivering education in disaster settings. Trainees (n=11): These were survivors who attended the educational programs offered in temporary shelters such as tent cities and container camps. Questions explored the programs’ effects on their psychological resilience, social recovery, and economic stability. The interviews were conducted via online platforms and recorded with consent. Data transcription was followed by a systematic content analysis. Responses were categorized into emerging themes, tabulated, and supported with direct quotes from participants. This analytical process enabled a nuanced understanding of the dynamics of transformative learning in fostering resilience.

The paper will examine the role of education in post-disaster recovery, particularly through the lens of transformative learning programs that address the psychological, social, and economic challenges faced by earthquake survivors in Türkiye. By exploring the experiences of those affected, the paper highlights how education can contribute to recovery by providing individuals with the tools for personal and collective healing. It also aims to identify best practices for building resilient communities, focusing on the key components of successful community-based programs. These components include participatory design, culturally responsive content, and interdisciplinary collaboration, all of which play crucial roles in the effectiveness of disaster recovery efforts. Furthermore, the paper seeks to bridge research and practice across borders by fostering dialogue between researchers, policymakers, and practitioners. This dialogue emphasizes the relevance of the findings not only for Türkiye but also for European and international disaster recovery initiatives, aiming to create shared knowledge and strategies that can be applied globally. Lastly, the paper advocates for inclusive and equitable approaches to recovery. It emphasizes the need for recovery programs to prioritize the needs of marginalized groups—such as women, children, and migrants—ensuring that the design and implementation of these programs are sensitive to the specific challenges faced by these communities. By focusing on these key objectives, the paper aims to contribute to the development of more effective, inclusive, and sustainable post-disaster recovery programs.

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