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This thesis addresses the role of education to mitigate the risks of deliberate disease, including biological weapons. Specifically, it aims to analyse how education was constructed as a potential instrument to mitigate specific security risks; if and how education could impact on risks; and how effectiveness of education as a risk mitigation measure could be improved. The research framework combines concepts of security, risk and education within a general constructionist approach. Securitization is used to analyse attempts to construct education as a tool to mitigate specific security risks; risk assessment is used to identify and characterize risk scenarios and potential for risks mitigation; and instructional design and evaluation models are used for the design and evaluation of education. The thesis contends that education has been constructed as a mitigation tool for what were presented as urgent security risks of deliberate disease. Nine attempted securitization moves are identified and assessed. Improved competences identified in four thematic areas, and built with education, can mitigate risks in specific scenarios via impacting factors that primarily influence risk likelihood. The thesis presents several examples of achieved learning objectives, and tools that can be useful to evaluate behavioural and risk impacts, though empirical results on these levels here are still scarce. Design and evaluation tools, illustrated through a large amount of original and pre-existing data from a range of countries and contexts, are presented that can improve effectiveness of education as a deliberate disease risks mitigation measure.

<p dir="ltr">Agricultural biosecurity is a global concern, with implications for food security, public health, and economic and ecological stability. Through education and technology, threats can be predicted and better managed. Existing educational materials and spatial analysis predominantly cater to larger facilities, leaving smaller producers at a disadvantage as they often lack financial means to implement prevention strategies and have less resources at their disposal. In this dissertation, two novel uses of education and technology within agricultural biosecurity were researched: educational curricula for young and beginning farmers and the potential impact of geospatial information systems (GIS) tools in understanding the spread of avian influenza viruses (AIV). I extend my deepest gratitude to Dr. Shawn Ehlers, Clinical Assistant Professor, for his unwavering guidance and mentorship throughout my dissertation work. Special appreciation goes to my committee members, Dr. Pamela Aaltonen, Dr. William Field, and Dr. Roger Tormoehlen, for their valuable insights and constructive feedback. Collaborative efforts with Melissa Rudolph and the support from ABE GSA and QGSA greatly enriched my research experience. Heartfelt thanks to my family, including Glen Jr. Morris, Melodie Morris, Moranda Morris, Marissa and Ian Pringle, and my partner Adam Dachowicz, as well as Adam’s family Steven, Lori, Alyssa, and Holly, for their constant support. I acknowledge the contributions of Gearing Up for Safety, IN-PREPared, Indiana Board of Animal Health (BOAH), Indiana Department of Natural Resources (DNR), and United States Department of Agriculture (USDA) for their help in my research investigations and express my appreciation to Purdue libraries and ABE faculty and staff for constant support with crucial resources and facilities.</p><p><br></p>