In an era increasingly defined by complex interdependencies between natural systems and technological infrastructures, the intersection of natural disasters and technological failures—known as NaTech (natural hazard-triggered technological) events—demands urgent educational attention. These compound crises, where a single natural hazard such as an earthquake, flood, or storm initiates a cascade of technological accidents, pose amplified threats to human safety, environmental stability, and economic resilience. This academic lecture is designed to cultivate student awareness of NaTech risks by exploring the mechanisms of the domino effect that can transform isolated incidents into widespread disasters.

The pedagogical approach combines theoretical frameworks with real-world case studies (e.g., Fukushima Daiichi, Hurricane Harvey), highlighting the layered vulnerabilities that arise when natural forces interact with aging or poorly protected technological systems. Emphasis is placed on the concept of risk as both a scientific and a societal construct, requiring not only technical understanding but also socio-political awareness and ethical responsibility.

A central objective of the lesson is to promote critical thinking about preparedness: how societies—and future professionals—can anticipate, mitigate, and respond to NaTech events. Students are invited to examine how early warning systems, risk mapping, land-use planning, and safety regulations can be adapted to a multi-hazard perspective that accounts for cascading failures. Special attention is given to the role of risk communication, public perception, and education in building a culture of preparedness and resilience.

Moreover, the lecture encourages a shift from reactive to proactive strategies, urging students to consider how interdisciplinary knowledge—from engineering to urban planning, from environmental science to social psychology—can be mobilized in the service of safer communities. By engaging with scenario-based exercises and participatory simulations, students confront the reality that NaTech risks are not only technical challenges, but also social dilemmas that demand collective awareness and decision-making under uncertainty.

Ultimately, the lecture aims to empower the next generation of thinkers and practitioners with the tools to recognize and manage the hidden yet escalating risks of NaTech events. In doing so, it underscores the importance of integrating risk literacy into higher education curricula as a means of fostering resilience in a world where nature and technology are inextricably linked—and where the consequences of ignorance can reverberate far beyond the point of origin.

Keywords: NaTech events, Risk awareness, Domino's effect, Safety culture.