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Peace-Instructed Classrooms

Author

Listed:
  • Yousif Alhassan Abdellah

    (PhD, University of Khartoum, Sudan)

  • Da'oud Mohamed Gubair

    (Assistant Professor, Jouf University, the Kingdom of Saudi Arabia; University of Khartoum, Sudan)

Abstract

This article provides a pragmatic perspective of peace education, highlighting its importance, objectives, historical evolution, and practical implementation strategies across diverse contexts. Based on recorded literature and theoretical frameworks, this article features the varied nature of peace education, focusing on its role in addressing various forms of conflict and fostering a culture of peace. Through theoretical analysis and practical examples, the article stresses the need for tailored approaches to peace education based on contextual conditions, ranging from environmentally accommodated overt conflict to those identified by human rights violations and warfare. Furthermore, the article offers a set of hypothetical scenarios and classroom activities tailored to different contexts, providing educators with a hands-on model for inculcating values, dispositions, and classroom instructions that best reinforce peace education programs. Conclusively, the article advocates for the operational approach of peace education initiatives to cultivate empathy, tolerance, and mutual understanding, thereby contributing to sustainable peace within communities and societies.

Suggested Citation

  • Yousif Alhassan Abdellah & Da'oud Mohamed Gubair, 2025. "Peace-Instructed Classrooms," European Journal of Education and Pedagogy, European Open Science, vol. 6(2), pages 97-100, March.
    • Handle: RePEc:epw:ejedu0:v:6:y:2025:i:2:id:30944
    DOI: 10.24018/ejedu.2025.6.2.944
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