Sustainability Education for Post-Disaster Recovery: A Qualitative Study of Community and Policy Perspectives in Derna, Libya

Abstract

This study explores the role of sustainability-oriented education in supporting post-disaster recovery and resilience in Derna, Libya, following the catastrophic floods of September 2023. Using a qualitative descriptive design, twenty semi-structured interviews were conducted with academic experts, public health professionals, policymakers, and community leaders. The findings reveal that Education for Sustainable Development (ESD) is perceived as both a critical resilience tool and a moral imperative in fragile, disaster-affected contexts. However, institutional fragility, limited resources, and weak policy integration hinder its implementation. The study highlights the need to embed ESD within both formal education systems and informal community networks, aligning recovery strategies with local environmental realities. It offers practical recommendations for leveraging schools, faith-based institutions, and grassroots initiatives to foster adaptive capacity. These insights contribute to global debates on localising sustainable development in post-conflict settings and underscore the potential of ESD to bridge immediate recovery and long-term sustainability. The study explicitly aligns with the objectives of Sustainable Development Goal 4 (Quality Education) and Sustainable Development Goal 11 (Sustainable Cities and Communities). It demonstrates how sustainability-oriented learning can strengthen community resilience by connecting education with local recovery systems, environmental adaptation, and social rebuilding. Through this alignment, the research underscores the role of education as a mechanism for both immediate recovery and long-term sustainability within fragile and disaster-affected societies.