DEVELOPING A PEACE EDUCATION MODEL FOR TEACHER TRAINING IN PAKISTAN

Abstract

This study proposes a context-specific model for integrating peace education into teacher education programs in Pakistan. Recognizing the vital role of education in peace-building, the model aims to equip pre-service teachers with the knowledge, skills, and attitudes necessary to promote tolerance, empathy, and conflict resolution. Using a qualitative approach, the research involved literature review, curriculum analysis, semi-structured interviews with teacher educators and pre-service teachers, classroom observations, and a survey of 100 participants from the University of Karachi and affiliated colleges. Thematic analysis informed the development of a model centered on four pillars: curriculum integration, transformative pedagogy, teacher training and professional development, and culturally sensitive strategies tailored to Pakistan’s socio-political context. The model emphasizes fostering intercultural understanding, social justice, and peace-building competencies. Findings contribute to the discourse on peace education in postcolonial, conflict-prone settings and offer practical recommendations for policymakers and teacher training institutions. Ultimately, the study seeks to empower future educators to create inclusive, non-violent learning environments, fostering broader societal harmony in Pakistan.