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Open research questions in Peace and Human Rights Education

64 unresolved questions extracted from the limitations and future-work sections of 1,664 Peace and Human Rights Education papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • Despite robust and progressive legal and policy frameworks for educational equity, anchored in constitutional guarantees and supported by strategic legislation and policy instruments, their implementation has not consistently led to equitable outcomes across all contexts. The lasting impact of apartheid, along with systemic inefficiencies and resource disparities, persistently hinders the full realization of educational equity, especially in rural and historically disadvantaged communities. This section presents focused recommendations to enhance the implementation of equity in education. The recommendations aim to bridge the gap between legislative intent and lived educational realities by addressing the identified gaps in policy execution, school-level governance, and resource allocation. These recommendations are shaped by both national priorities and global equity discourses, emphasizing the enhancement of inclusivity, accountability, and context-responsive leadership within South Africa’s schooling system. • Government and Policy Action: The state must ensure the equitable and sustained allocation of resources to rural schools, including digital devices, reliable internet connectivity, and accessible learning platforms. Policy reforms should explicitly address the urban–rural divide in resource distribution and establish enforceable, measurable, and time-bound guidelines for inclusive education to enhance accountability. This is in line with UNESCO’s Education 2030 Framework for Action and Sustainable Development Goal 4 (SDG 4), which emphasizes the importance of equity and inclusion in providing quality education. 52 Schleicher, “The Impact of COVID-19 on Education: Insights from" Education at a Glance 2020.” 53 V. Mudaly, R. Mudaly, and M. Scholes, Education Sector [Interim Draft] -South Africa Covid-19 Country Report (Pretoria: Department of Planning, Monitoring and Evaluation (DPME), Government Technical Advisory Centre (GTAC), & National Research Foundation (NRF), 2021). E-Journal of Humanities, Arts and Social Sciences (EHASS) 1628 Makhobela, N. S. & Mafumo, T. N. / E-Journal of Humanities, Arts and Social Sciences / Vol.7 No.6 (2026) 1616 - 1632 • Systematic Capacity Building: Professional development for rural educators should be continuous, context-sensitive, and practice-oriented. Training must prioritise digital pedagogy, blended learning, and inclusive teaching strategies, supported by ongoing workshops, mentorship, and locally relevant resources.

    Leading through inequality: School Principals’ perspectives on rural education during COVID-19 · 2026 · DOI

  • transitioning from isolated interventions to a unified, systemic approach that simultaneously addresses curriculum content, teaching methods, and educator support. By recognising that these elements work synergistically to drive civic engagement, the strategy calls for the creation of coordinated implementation frameworks and the use of multi-dimensional monitoring systems rather than narrow metrics. Successful execution relies on fostering inclusive engagement among teachers, administrators, and the community, backed by that prioritise sustainable, systemic change over temporary project cycles.

    Predictive Model of Civic Engagement Based on History Curriculum Characteristics: A Case Study of South Sudan · 2026 · DOI

  • Based on the findings and related international applications, the following recommendations might be made: Techniques to manage non-violence within classrooms and society should be instilled as a part of pre-service and in-service teacher training programs so that the teachers are empowered with the skills and ways of implementing Zero-Violence effectively. To maximise long-term behavioural change, anger management approaches should be part of a more expansive professional development program, which encompasses stress management, trauma-sensitive care, and teaching skills in the classroom. The Ministry of Education should expand the Zero-Violence efforts beyond Baucau and into other municipalities, with a focus on rural schools where conventional disciplinary procedures are most established. A national education policy should include a clear prohibition on corporal punishment, well-defined methods for monitoring teacher behaviour, and ongoing professional development and accountability processes.

    The Impact of Anger Control and Zero Violence Training on Preventing Teacher Violence: A Quantitative Study from Timor-Leste · 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.

    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.

    Peace, Conflict and Sustainable Development: Management Implications for Peace Education in Nigeria · 2026 · DOI

  • Considering the scale of disruption caused by the Anglophone crisis, the study recommends that government authorities and education stakeholders prioritize the restoration of access to education through inclusive and conflict-sensitive modalities. Safe learning environments must be established in both community and displaced settings, with a focus on rebuilding infrastructure and integrating psychosocial support within schools. Alternative education platforms, including radio broadcasts, community learning hubs, and low-bandwidth digital tools, must be developed to reach children in remote or insecure areas. Advocacy efforts should be strengthened to protect education as a fundamental right during emergencies, ensuring that conflict-affected children are not excluded from national education policy frameworks. Given the widespread perception that child protection systems are ineffective, it is imperative to reinforce both institutional and community-level protection frameworks. Government agencies should establish child protection units within crisis zones capable of responding swiftly to reports of abuse, displacement, and exploitation. Legal frameworks must be updated and enforced to reflect the urgency and specificity of protection needs among conflict-affected children. Community-based monitoring 136 doi.org/10.65826/IJPCR.1.2.2026.34 Vol. 02, Issue 01, pp. 127-139, 2026 International Journal of Peace and Conflict Research (IJPCR) groups comprising teachers, religious leaders, and child welfare advocates should be empowered and trained to conduct regular safety assessments, with their work supported through strategic partnerships between humanitarian organizations and national institutions. To address the psychosocial consequences linked to educational instability, schools and humanitarian centres should integrate comprehensive emotional support systems within their programs. Teachers and support staff must receive specialized training in trauma-informed teaching strategies to manage behavioural challenges and foster emotional resilience in learners. Mental health professionals should be deployed in conflict zones to provide direct and referral-based counselling services for children affected by violence and displacement. Finally, humanitarian organizations must significantly scale up operational support, improve educational material distribution, expand teacher training programs, and enhance monitoring and evaluation frameworks to assess impact and refine interventions over time.

    The Violation of Children’s Right to Education in the Northwest and Southwest Regions ‎of Cameroon during the Ongoing Anglophone Crisis · 2026 · DOI

  • School violence in South Africa is influenced by domestic situations, as students often witness Domestic Violence (KDRT) at home with negative developmental impacts that peace education in schools alone cannot address.

    PENERAPAN PEACE EDUCATION DALAM KONTEKS NEGARA KONFLIK: SYSTEMATIC LITERATURE REVIEW · 2026 · DOI

  • Peace education implementation in Sierra Leone faces limitations in human resources (teacher quality), infrastructure (availability of standardized peace education textbooks), and unequal educational opportunity allocation between urban and rural areas, resulting in suboptimal implementation impact.

    PENERAPAN PEACE EDUCATION DALAM KONTEKS NEGARA KONFLIK: SYSTEMATIC LITERATURE REVIEW · 2026 · DOI

  • This study found the following: (1) the definition of PSJL has been constructed in different contexts, resulting in a lack of consensus; (2) the focal themes of PSJL have changed over stages; (3) the predominant research method has been qualitative, with an increasing use of quantitative methods in recent years; and (4) the contextual coverage expanded from the United States to other parts of the world.

    Principal social justice leadership: A systematic review of 20 years of research, 2005–2024 · 2025 · DOI

  • It is concluded that, although there is a robust documented design to integrate education into peace consolidation, its actual effectiveness is limited by a lack of implementation and monitoring capable of fully adapting to the complex socioeconomic realities of the regions most affected by the armed conflict.

    La <b>educación para las ruralidades a la luz del marco de política creado por el Acuerdo de Paz con las FARC-EP en Colombia</b> · 2023 · 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.

    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

  • Referencing the particular case of post-apartheid South Africa, this article investigates the distinct role of school textbooks as mediators of TJ in order to shed light on the under-researched interconnections between these fields.

    Mediating transitional justice: South Africa’s TRC in history textbooks and the implications for peace · 2018 · DOI

  • We apply this framework to interpret primary data collected through an ethnographic study of two under-studied communities that have been disproportionately affected by the 1983 to 2009 civil war and displacement: the Northern Sri Lankan Muslims and Northern Sri Lankan Tamils.

    Reclaiming reconciliation through community education for the Muslims and Tamils of post-war Jaffna, Sri Lanka · 2017 · DOI

  • Such a position ignores cultural differences in understanding and responding to adversity, and in the specific case of political conflict, it does not account for the critical role of ideologies and meaning systems that underlie the political conflict and shape a young people's interpretation of the conflict, and their exposure, participation, and processing of experiences.

    Annual Research Review: The experience of youth with political conflict – challenging notions of resilience and encouraging research refinement · 2013 · DOI

  • South Africa's experience reveals that internal challenges in peace education implementation have occurred from the beginning, frequently resulting in failure with continuing high violence rates.

    PENERAPAN PEACE EDUCATION DALAM KONTEKS NEGARA KONFLIK: SYSTEMATIC LITERATURE REVIEW · 2026 · DOI

  • Multiperspective approaches in peace education bring both positive and negative impacts simultaneously, as arguing against single official narratives creates bias between perpetrators and victims of historical atrocities, making social tension more vulnerable to emergence.

    PENERAPAN PEACE EDUCATION DALAM KONTEKS NEGARA KONFLIK: SYSTEMATIC LITERATURE REVIEW · 2026 · DOI

  • The 'us-them' dichotomy rooted in xenophobia creates barriers to safe dialogue, allowing narratives to deepen divides between foreign and local citizens, victims and perpetrators, and 'good and bad people'.

    PENERAPAN PEACE EDUCATION DALAM KONTEKS NEGARA KONFLIK: SYSTEMATIC LITERATURE REVIEW · 2026 · DOI

  • Peace education implementation in South Africa has not demonstrated positive educational transformation, facing complex obstacles including limited cost and time, lack of parental involvement, and negative responses from students and teachers unwilling to implement peace education.

    PENERAPAN PEACE EDUCATION DALAM KONTEKS NEGARA KONFLIK: SYSTEMATIC LITERATURE REVIEW · 2026 · DOI

  • Peace education internalization in Sierra Leone conflicts with existing cultural practices, particularly regarding physical punishment in schools, which educators recognize should be eliminated but continues to be used as a disciplinary method.

    PENERAPAN PEACE EDUCATION DALAM KONTEKS NEGARA KONFLIK: SYSTEMATIC LITERATURE REVIEW · 2026 · DOI

  • This study contributes valuable insights into the relatively underexplored field of Catholic school leadership in South Africa, offering perspectives on leadership practices that are contextually relevant, spiritually informed and socially transformative.

    Servant leadership in action: fostering school culture and community engagement in South African Catholic schools · 2025 · DOI

  • However, conceptual papers that analyze how EDLM is framed and understood in the Arab region are scarce.

    Science mapping the knowledge base on educational leadership and management in the Arab region: A bibliometric review · 2025 · DOI

  • The Greek minority schools in Istanbul represent an underexplored context where educational leadership and cultural preservation intersect within a fragile framework of political reciprocity.

    Preserving culture and community: a principal’s struggle for the survival of a Greek minority school in Istanbul · 2025 · DOI

  • Overall, the study underscores that universities are pivotal, yet underexplored, spaces for advancing democracy, fostering inclusive education, and generating contextually grounded knowledge to counter denialism and authoritarianism, and inspiring social progress.

    Memories and continuities of violence: the role of universities in Latin America · 2025 · DOI

  • The United Nations Educational, Scientific and Cultural Organization document emphasizes that education should not be limited to the transmission of academic knowledge alone but should adopt an inclusive, peace-focused, and sustainable approach encompassing ethical, social, and cultural dimensions.

    A Comparative Analysis of the “Recommendation on Education for Peace, Human Rights and Sustainable Development” and the Türkiye Century Education Model’s “Virtue–Value–Action Framework” · 2025 · DOI

  • In the initial stage of the pandemic attack, knowledge about Coronavirus and its socio-economic effects was scarce, and school leaders lacked adequate training on crisis management during a pandemic.

    A Fight to Survive in Crisis: A Qualitative Search of the Secondary School Leadership Practices During the Pandemic · 2024 · DOI

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64 open questions have been extracted from the limitations and future-work passages of 1,664 Peace and Human Rights Education papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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