<p>Disaster risk education is widely accepted to be pivotal to disaster risk reduction, yet instructional approaches often emphasize procedural preparedness while providing limited support for conceptual risk literacy—the ability to understand how hazard, exposure, and vulnerability interact to produce disaster risk. Drawing on theories of analogical reasoning, this study examines a healthcare analogy–based instructional approach to support students’ conceptual understanding of the underlying structure of disaster risk. A counterbalanced classroom-level crossover design was implemented with 265 first-year undergraduate students enrolled in the Faculty of Science and Technology at three higher education institutions in Nepal, yielding 474 anonymous quiz observations across two concept-focused lessons. A univariate general linear model controlling for classroom as a fixed factor indicated that analogy-based instruction was associated with modestly higher immediate quiz performance relative to traditional teaching (F(1, 468) = 6.02, <i>p</i> = .015, Cohen’s d = 0.24). A classroom-level paired sensitivity analysis showed directionally consistent results but was underpowered due to the small number of classroom units (<i>N</i> = 4). Learner feedback reflected generally positive perceptions of clarity and perceived effectiveness. Although effects were modest and limited to short-term outcomes, the findings provide empirical evidence that healthcare analogy–based instruction is associated with modest improvements in students’ understanding of the fundamental components of disaster risk. These findings are consistent with the priorities of the Sendai Framework for Disaster Risk Reduction, which emphasizes strengthening understanding of disaster risk as a foundation for building resilience.</p>