The global COVID-19 pandemic has challenged different development sectors, including education. In this article, two main analyses are provided: one on the biological hazards of the pandemic in the context of the Sendai Framework for Disaster Risk Reduction 2015−2030, which analyzes the overall impacts on the education sector. Then we discuss the overall impact on education sectors, with specific focus on disaster risk reduction (DRR) education and education for sustainable development (ESD). Disaster risk reduction education and ESD are analyzed from the perspective of school-community-family linkages. Specific case analysis of COVID-19 response in the education sector is presented from Omuta City, Japan, which is considered as a champion city for ESD. Four phases of response in Omuta City are characterized with three specific foci: (1) mitigating covid impacts on educational program and participants; (2) preventing exacerbation of covid transmission within and outside schools; and (3) maintaining educational program integrity despite covid. Key lessons are summarized in the concluding section, which explore the importance of (1) educational governance (on critical decision making) during the pandemic as well as with cascading risks; (2) enhancement of school-community-family linkages as pandemic response commonalities between ESD and DRR education; (3) risk communication and citizen behavior; and (4) use of technology. We argue that integration of health and DRR education is important, that resilience needs to be redefined in terms of sustainable development goals (SDGs), and that education plays a vital role in achieving these ends.

全球COVID-19大流行已经挑战了包括教育在内的不同发展部门。本文提供了两个主要分析：一个是在《 2015-2030年仙台减少灾害风险框架》的背景下对大流行的生物危害进行的分析，该框架分析了对教育部门的总体影响。然后，我们讨论了对教育部门的整体影响，特别是减少灾害风险（DRR）教育和可持续发展教育（ESD）。从学校-社区-家庭联系的角度分析了减少灾害风险的教育和可持续发展教育。日本大牟田市提供了教育部门对COVID-19响应的具体案例分析，日本大牟田市被认为是ESD的拥护城市。大牟田市的应对工作分为四个阶段，其中三个重点是：（1）减轻共生对教育计划和参与者的影响；（2）防止加剧校内和校外的共性传播；（3）尽管合作，仍保持教育计划的完整性。结论部分总结了关键的经验教训，这些经验教训探讨了（1）大流行期间以及级联风险中的教育治理（关于关键决策）的重要性；（2）加强学校，社区与家庭之间的联系，作为可持续发展教育与减灾教育之间的大流行应对共同点；（三）风险沟通和公民行为；（4）技术的使用。我们认为，健康与DRR教育的整合非常重要，需要根据可持续发展目标（SDGs）重新定义适应力，而教育在实现这些目标中起着至关重要的作用。