This research was conducted with the aim of designing a curriculum for preparedness against natural crises (floods and earthquakes) for the elementary school period. The participants included university professors, crisis education specialists, and experienced teachers, who were selected through purposive sampling, and the interviews reached theoretical saturation after 14 cases. Data were collected through semi-structured interviews and a decision matrix questionnaire and analyzed using thematic analysis in MAXQDA 20. The relationships among the components were examined using interpretive structural modeling, and their influence and dependence status was investigated in MICMAC. The findings showed that emerging technologies, philosophical foundations, and educational objectives are located at the foundational levels of the model and influence macro-level policymaking. At the next level, the content structure and learning approaches have a structural relationship with the design of resilient spaces. The psychological and resilience dimensions provide the basis for strengthening the culture of preparedness and the participation of social institutions. At higher levels, the assessment and monitoring system is located, and the interaction of these components leads to the formation of a curriculum for preparedness against natural crises for the elementary school period.