Peace teachings have a history and are thought to have a significant role in promoting the vision of peace among youth. They have a vital place in school and university curricula and focus on public discussions, policy, and practices across the globe. As a result, academicians, experts, and policymakers have a role in prioritizing the effective teaching of peace and its practices the strengthen a society’s sustainability.
Since early 2026, the world has been plunged into a biting energy crisis due to the wars. Can we say that these wars are a failure of diplomacy and conflict resolution potential? Can we say that these wars are a failure of peace teachings in educational institutions? Did higher education institutions fail in promoting the vision of peace among the university graduates who lead the states in the future? These are the emerging questions that need to be well addressed to justify the practical contributions of youth in promoting peace.
Common drivers of war are considered to be competition for resources, ethnic disparities, weak governance, and external interference.
“Everyone talks about peace, but no one educates for peace. People educate for competition, and this is the beginning of any war,” said Maria Montessori, a renowned Italian physician and educator, remembered for the child-centered Montessori Method of education.
On his part, Nelson Mandela, the first black President os South Africa and a Nobel Peace Prize winner, said, “Education is the most powerful weapon which you can use to change the world”.
Challenges of Successful Peace Teachings
Peace education holds no central place in university curricula and is often treated as an optional or minor subject rather than a foundational approach to fostering the vision of peace among youth. Universities prioritize “employability” and market-driven skills rather than peace education.
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Secondly, there is a disconnect between theory and practice, as many initiatives fail to provide students with the concrete skills required to mediate conflict and to promote peace in the society.
Another reason is that in many regions of the world, there is limited academic freedom, and it is sometimes threatened by rising authoritarianism, which does not allow educators to critically discuss the peace issues.
In the case of African Universities
To some extent, institutions lack dedicated peace departments and faculty training. A general lack of political will needs to be well addressed in both university leadership and the governments to prioritize peace teachings as a compulsory discipline in higher education.
In addition, insufficient funding is one of the major barriers, resulting in a lack of specialized staff for peace teachings at higher education institutions. There is a shortage of qualified staff to teach peace education and to enhance conflict resolution techniques among the students.
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Existing societal violence also promotes violent attitudes among the youth, and in this situation, peace teachings at higher education institutions appears ineffective for the youth.
The Way Forward
Core strategies for peace integration include integrating peace-building concepts into existing subjects, which would be effective. Creating a peaceful atmosphere at higher education institutions by including dialogues on peace, critical thinking, the root causes of violence, and remedies would be a way forward to enhance peace. Lastly, establishing peace centers within universities would also be significant.
