International Journal of Education & Applied Sciences Research
Print ISSN : 2349 –4808
Online ISSN : 2349 –2899
Frequency : Continuous
Current Issue : Volume 9 , Issue 2
2022
Dr Madhuri Isave , Rahul Landge
Dr Madhuri Isave, Tilak college of Education, Pune
Rahul Landge, Asst. Prof, MITWPU School of Education, Pune
DOI : http://doi.org/10.5281/zenodo.15148667 Page No : 44-51
Published Online : 2022-11-08
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ABSTRACT
Peace education is a crucial element in shaping responsible global citizens who value non-violence, empathy, and cultural harmony. This study aims to assess the awareness of peace education among students and teachers in ICSE and IB board schools in Pune city. A descriptive survey research method was used, involving 200 students and teachers selected through incidental sampling. Data was collected using questionnaires and analysed using percentage-based methods.
The findings indicate that awareness of peace education among students is significantly low, with many students having minimal exposure to structured peace-related concepts in their academic journey. Teachers, although more aware of peace education principles, highlighted the challenges of integrating these concepts into their teaching due to the absence of a dedicated peace education curriculum. The study also reveals that peace education components are scarcely incorporated into the official curriculum, and classroom transactions seldom include interactive or experiential learning related to peace values. Extracurricular activities promoting peace education are also limited in these schools.
Challenges in implementing peace education include a lack of structured curriculum guidelines, insufficient teacher training, and limited institutional support. Given these gaps, the study emphasizes the urgent need for a well-defined peace education curriculum tailored for ICSE and IB board schools. Such a curriculum should incorporate practical activities, ethical discussions, and real-world applications to cultivate a culture of peace and social responsibility among students.
The study concludes that integrating peace education as a separate subject or embedding it systematically within existing subjects can significantly enhance student awareness and engagement. Future policy recommendations include curriculum restructuring, teacher training, and collaborative efforts between educational institutions and policymakers to ensure the effective implementation of peace education in schools.
Keywords: Peace Education, ICSE Board, IB Board, Curriculum Integration, Experiential Learning, Ethical Education, Non-Violence, Global Citizenship, Educational Policy
