By exploring the fractures and gaps within peace education in an understudied non-Western context, the study aims to raise larger questions about the structures and norms hindering ideals of peace and

The gap

Consensus across the literature

Supporting evidence — 5 representative gaps

• Peace, Conflict and Sustainable Development: Management Implications for Peace Education in Nigeria (2026) · doi

  sustainable development through peace education were made. Among these, is that peace education should be introduced to teachings and trainings of each age group; teachers; head teachers; public servants and in research institutes both as pre-service and as in-service trainings. The paper also highlighted several management implications on social institutions in Nigeria such as Strategic management, peace building and governance, conflict management and sustainable development goals. achieving for Keywords: Peace, Peace education, Conflict, Sustainable education, Sustainable development and

  Keywords: peace sustainable education development management trainings teachers service conflict made among introduced teachings group head
• Peace, Conflict and Sustainable Development: Management Implications for Peace Education in Nigeria (2026) · doi

  Peace education should be applied to each age group and especially to students who are in their puberty age for peace education to reach its aims. Peace education should be introduced to trainings of teachers both as pre-service and as in-service training. For peace education to be able to achieve its optimum aim, there is the need for teachers to be at peace with themselves, with social sensitivity, to adopt solutions for solving problems peacefully. The Nigerian government should facilitate meaningful and effective medium for skills acquisition to address the issue of youth unemployment in the Country. It is essential that the government should embark upon sensitization and orientation of youths on conflict resolution, to inculcate in them, the values and attitudes towards developing a culture of peace. Through this, they will be encouraged on the need for dialogue, negotiation, respect for human rights and other traditional ways of resolving conflicts for the purpose of peace building. Various governments also need to amplify the opportunity of in-service training on peace education for governments to de-emphasize line officers, overzealousness and insensitivity on the part of government officers, against the citizens and the youths. NIU Journal of Social Sciences Governments at various levels should adhere to the tenets of transparency, accountability and should also avoid paying lip service to enabling and vital policies in governance. The Federal Ministry of education should endeavor to fast track a realistic process of including Peace education in curriculums, right from pre-school education, as a means of inculcating innate peaceful coexisting interrelationship in the psyche of Nigerian citizens. In many countries with low levels of development, such as Kenya, Ethiopia, Uganda, Somali and Sudan, the peace education is included in curriculums since preschool education (Tumuklu; 2006). The Nigerian Government should also introduce peace education as a mandatory course in the trainings of all categories of officers of the Nigeria Police, the Army, the Navy, the Air force and all other Security Agencies or bodies, including Private Security Organizations, that are licensed by the Federal Government of Nigeria. Management implications: Here's the breakdown of the key management implications for Peace, Conflict and

  Keywords: peace education government service need nigerian governments officers trainings teachers training social youths conflict various
• Wastage of the Boy – Child in Africa: Implications for Educational Management (2026) · doi

  To promote boy-child education in Nigeria, the following recommendations are made: 1. The politicians and other members of the public should leave politics out of the education sector and work together towards supporting all the learning institutions to enhance boy-child education. 2. The government should propagate laws making boy-child education compulsory in Nigeria. 3. Entrepreneurship education should be introduced into Nigerian educational curriculum to elicit boy-child enrolment to acquire professional skills for future self-dependence. 4. Advocate for boys education among communities/parents and other stakeholders. Sensitize 5. A series of gender sensitization and awareness campaign workshops and seminars and affirmative action are needed to improve boy child access and participation in education. 6. Undertake continuous review of curriculum/policy documents to ensure gender sensitivity 7. There is need to identify and recognize successful professional men within the District who can act as role models or mentors to the boys. 8. There is need to reinforce legal support for affirmative action program to eliminate discriminatory practices and also ensure that positive steps are taken to increase the number of boys enrolment and retention in both primary and secondary school. KIJER 3(2) 24 Kontagora International Journal of Educational Research (KIJER) Volume 3, Issue 2, March 2026 https://fuekjournals.org/index.php/kijer

  Keywords: education child boys kijer nigeria educational curriculum enrolment professional gender affirmative action ensure there need
• The role of school culture in teacher professional development for peace education: the case of Sukma Bangsa School Pidie in post-conflict Aceh, Indonesia (2021) · doi

  Using the case of Sukma Bangsa School Pidie (SBS Pidie) in post-conflict Aceh, Indonesia, and the influence of school culture on teacher professional development as the theoretical framework, this paper provides a discussion of teacher professional development for peace education that is still lacking in the literature.

  Keywords: school pidie teacher professional development using case sukma bangsa post conflict aceh indonesia influence culture
• ‘Kindness isn’t important, we need to be scared’: disruptions to the praxis of peace education in an Indian school (2020) · doi

  By exploring the fractures and gaps within peace education in an understudied non-Western context, the study aims to raise larger questions about the structures and norms hindering ideals of peace and the need for peace education to prioritise criticality, context and reflexivity.

  Keywords: peace education context exploring fractures gaps within understudied western aims raise larger questions structures norms