Purpose
Conventional lecture-based educational approaches alone might not be able to portray the complexity of disaster risk management practice, and its real-life dynamics. One work integrated learning (WIL) practice that can give students practical work-related experiences is simulation-based learning. However, there is a limited discourse on simulation-based learning in disaster risk management education at the tertiary level. As tertiary education plays a crucial role in developing capabilities within the workforce, simulation-based learning can evoke or replicate substantial aspects of the real world in a fully interactive fashion.

Design/methodology/approach
We developed a framework to illustrate simulation-based learning in a disaster risk management program. It was then used as a guide to design and execute simulation-based learning sessions. An autoethnographic methodology was then applied to reflectively narrate our experiences and feelings during the design and execution of the simulations.

Findings
The evaluation of the simulation sessions showed that participants were able to apply their knowledge and demonstrate the skills required to make critical decisions in disaster risk reduction. Our conclusion from the simulation-based learning sessions is that making simulation-based learning a part of the pedagogy of disaster risk management education enables students to gain practical
experience, deliberate ethical tensions and practical dilemmas, and develop ability to work with multiple perspectives.

Originality
Our simulated workplace experience allowed students to experience decision-making as disaster risk management professionals, allowing them to integrate theory with practice.