Cultivating Disaster Preparedness: Scoping Review of Technology's Contribution to Situational Awareness and Disaster Mindset in Disaster Medicine.

Background: Disaster medicine education increasingly emphasizes situational awareness and a proactive disaster mindset as crucial competencies for effective response. Situational awareness involves comprehending the disaster environment to make informed decisions under pressure, while a disaster mindset encompasses psychological resilience and effective functioning amid chaos. Integrating technologies into simulation training allows experiential learning that bridges these theoretical concepts with practical application. Objective: This study aims to investigate the current status of teaching these concepts and the use of technology in fostering situational awareness and a disaster mindset within disaster medicine education by reviewing the existing literature. Methods: This study used a scoping review of scientific studies (2005-2025), obtained from PubMed, Scopus, and Web of Science databases, complemented by a Google Scholar search. From December 1, 2024, to the end of January 2025, 3 reviewers searched, compiled, reviewed, and selected eligible studies in English, discussing the use of technology in fostering situational awareness and disaster mindset. Results: Out of 217 initially identified records, 49 studies met the inclusion criteria after a 2-stage screening and full-text review process. Of these, 42 were peer-reviewed scientific articles and 7 were official documents. Approximately 86% (42/49) of the studies addressed situational awareness, while only 2% (1/49) explicitly focused on the concept of disaster mindset. Most of the included studies highlighted the use of immersive technologies such as virtual and augmented reality, geographic information systems, and artificial intelligence-driven tools to enhance real-time information processing and decision-making in disaster education contexts. By strategically incorporating these advanced tools into educational frameworks, the divide between theoretical knowledge and practical application can effectively be bridged, fostering essential experiential learning and developing robust psychological readiness for future challenges. Conclusions: Simulation training enhances situational awareness and disaster mindset, bridging the gap between theory and practice through experiential learning. The findings from this review highlight current pedagogical approaches and technological applications, identifying gaps and future directions for enhancing disaster medicine education.