102 Landslide for Education; A Case Study from the Mitigated Landslide at the Kahagalla, Haputhale Chinthani Senavirathna 1# and Pathmakumara Jayasinghe 2 1 Gampaha Wickramarachchi University of Indigenous Medicine, Sri Lanka 2 University of Colombo, Sri Lanka # <chinthani@gwu.ac.lk> Abstract— This study focuses on the Kahagalla landslide mitigated site, an exemplary landslide mitigation and management project. The purpose of this study is to provide valuable insights from the Kahagalla landslide mitigated site, which can be utilized for educational purposes in the fields of geography, geology, civil engineering, and disaster management. This case study is a qualitative study that used field observation as the primary data collection method and relevant documents as the secondary data collection method. Data were analyzed using the thematic analysis method. The case study analyzes the background of the landslide site, the measures taken for mitigation, and the overall success of the project. It also highlights the importance of this site to use as an educational site. The results reveal that the Kahagalla landslide site can give proper knowledge on landslide education. Further, the site is rich in different landslide mitigation methods and accessible. So, the recommendation is to use these kinds of available sites in Sri Lanka to enhance the practical knowledge of education. Keywords— Landslide, Education, Mitigation Site, Countermeasures. I. INTRODUCTION Sri Lanka is a well-known country experiencing landslide disasters which are the commonest. Though landslide disaster frequently occurs, awareness among the people is limited, hence every year some communities are affected. It is well noted that the number of cutting failures has been increasing recently in the country indicating the lack of knowledge in slope stability. Hence awareness or education in landslide hazards and disasters must be well established in the country. When giving education on disasters, its practical engagement should be more focused. The importance of education is not only book learning but also fieldwork to give students valuable real-world experience (Hirota,2015). Further, field works allow a ―deep study approach‖ instead of a ―surface approach‖ (Molderez and Fonseca, 2018). So, the field visits along with the practical sessions should be incorporated more in the education system. Landslide education is available in different fields such as geography, geology, civil engineering and disaster management. The education on landslides can be conducted through field tours to such sites. The best locations should be safe sites where no further sliding is ensured. Such sites are the mitigated landslides. Mitigated landslides show the past sliding and also the way of mitigation, hence such sites are safe sites for education. If the site is very close to a major road with easy access, that can be an ideal location for promoting landslide education. The Kahagalla earth slip which was a unique landslide first occurred in 1957 (Wijesinghe et al, 2016). Kahagalla landslide was classified as a creep type of landslide, which has a slow downward movement of soil and debris materials. The main landslide body extends about 650 m on a gentle slope. However, some community buildings and infrastructures exist just below the landslide, while a stream is drained adjoining the landslide. Badulla Colombo road had been continuously damaged annually during the rainy seasons due to the movements of the slide. To avoid this impact, the area was protected by landslide mitigation methods. This study will discuss the possibility of using Kahagalla mitigated landslide site for educational purposes. II. METHODOLOGY Data collection and data analysis methods are discussed in this section. Field observation as the primary data collection method has been used to observe the site and identify the countermeasures of the site. Further, GPS (Global Positioning System) points have been collected to identify the absolute location of the site. Furthermore, published papers have been used as the secondary data collection method. The above-collected data was analysed using the thematic analysis method. When considering the process of the