Alfabetización geográfica ante riesgos climáticos. Reflexiones educativas y propuestas a partir de la DANA de 2024 de Valencia (España)

The October 2024 cut-off low in Valencia (Spain) has revealed, among other aspects, serious shortcomings in the population's geographic literacy, limiting their ability to anticipate and respond to natural disasters. The main objective of this work is to rethink the role of the educational system in building a critical and preventive territorial awareness, especially in natural risk contexts such as the one revealed after the 2024 DANA in Valencia. Based on a critical review of the limited geographic literacy observed in the population following this event, the aim is to highlight the curricular and methodological shortcomings that hinder an understanding of territory as a lived, vulnerable, and transformable space. Furthermore, this work proposes incorporating geographic education as a tool to promote community resilience, spatial thinking, and civic engagement. It also highlights the potential of the Social Sciences to shape individuals capable of interpreting their environment, anticipating risks, and acting in an informed and compassionate manner. Ultimately, the study provides actionable guidance for redesigning geographic education and enabling students to develop the spatial thinking and risk awareness required in a context of increasing climate vulnerability.