Understanding Fire Learning Experiences in Aotearoa New Zealand

Purpose: This article presents exploratory research on how people in Aotearoa New Zealand experience and learn about fire, and how they think and feel about fire as adults. Design: A qualitative survey with a sample of forty young adults aged 18 to 23 years in Aotearoa New Zealand, recruited through Prolific Academic. Reflexive thematic analysis was used to generate themes across participants experiences. Findings: Three themes were constructed that described participants learning about fire and were named notable reactions to fire, development of norms about fire and fire use, learning how and where fire can be used through direct experiences, and learning about fire safety. Two themes were developed that described participants thoughts and feelings about fire as an adult. These were named knowledge is power and emotional congruence with fire. Results highlight the significant role of parental modelling, reinforcement, and sensory experiences in the way individuals experience and learn about fire. Originality: This research represents one of the first studies to directly examine fire learning in the general population. Implications: Understanding of fire learning is important for establishing which experiences may lead to appropriate and inappropriate fire use which in turn can inform fire prevention initiatives.