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This research aimed to assess the leadership role of principals in the implementation of peace education in selected secondary schools in the Western Cape, South Africa.

This study employed qualitative research approach to assess the leadership role of principals in the implementation of peace education in selected secondary schools in the Western Cape, South Africa. Data were gathered from a small sample of six principals from six selected secondary schools which were engaged in the implementation of a peace education programme, and data were analysed using thematic content analyses.

Findings of the study suggest that principals possess a low level of understanding or awareness of their leadership role in the implementation of peace education. The study pointed out the constraints such as time constraints and learners' negative attitudes and social influences hinder the effective implementation of peace education in selected secondary schools.

First, the data were self-reported and therefore subject to social desirability bias; participants may have provided socially desirable responses rather than their true belief or experiences. Thus, participants may have overstated their role in and commitment to the peace education programme.

Studies that aim to explore alternative approaches to combat violence, such as peace education, are still limited in South Africa. Hence, this paper served to close that gap by contributing to the growing body of research on the leadership role of the principal in the implementation of peace education in the school and exploring barriers hampering its effective implementation.

The purpose of this study is to explore the understanding and observance of the program “This School is a Zone of Peace” (SZOP) in schools where conflict and violence are not prevalent.

This paper followed a qualitative research tradition – narrative inquiry. Eight teachers and a school head participated in the study. Data were gathered through nonparticipant observation, photography and focus group discussion with photo elicitation.

The participants elucidated the declaration, “This School is a Zone of Peace,” as a message of assurance to the community that the school is a home for learners that is welcoming and violence free. Furthermore, learners in a school that is a zone of peace are honed holistically with the participation, cooperation and togetherness of the school community members. Teachers at the forefront viewed themselves as mentors, implementers and models. Teachers contended that peacebuilding practices in schools could be sustained through regular implementation, encouraging others to get involved and have commitment.

A handful of articles have illustrated the essence of the School as Zone of Peace program, which pointed out to create a culture of peace in schools; however, it leaned toward the negative conception of peace – the absence of conflict and violence. This study bared additional insights and fresh perspectives of the SZOP initiative observed in schools with different contexts and experiences that may be helpful to policymakers for the enhancement of the adapted program with the goal of peacebuilding to making schools highly functional.

The purpose of this paper is to examine how learners view peace and their role in peacebuilding. Peace is widely perceived as the absence of war and violence (Castro and Galace, 2010). The literature revealed that youths play an active role in peacebuilding. This study was designed to look into the journey of Grade 10 learners to becoming peacebuilders. Specifically, this sought answers to the following questions: What are the perceptions of the Grade 10 learners of peace? How do the Grade 10 learners contribute to peacebuilding? What are the learners’ dreams and aspirations for a culture of peace?

The research captured stories of the Grade 10 learners of a Filipino-Chinese school in Iloilo City who participated in the study voluntarily. The learners wrote an essay in one of their reflection sessions in social studies class completing the following phrases: Peace is …; I am a Peacebuilder …; My dreams and aspirations for a culture of peace …. The data gathered were analyzed following Creswell’s framework in data analysis in qualitative research which suggests a linear, hierarchical approach. The themes generated were interpreted as the final process of the data analysis.

Majority of the participants perceived peace positively rather than merely an absence of war. Peace means freedom. Moreover, peace improves society and brings in a new period of progress. Learners across cultures have common views of peace, and they believed that peacebuilding has to begin in themselves. Through positive action such as setting as a good example and influencing others to do the same, the learners contribute to peacebuilding. In times of conflict and misunderstanding, they act as agents of peace by being a mediator. During crisis in the community, they extended their helping hands to the needy wholeheartedly.

Consistent with the prevailing views of peace, learners perceived peace positively and negatively. It is interesting to note that most participants had a positive perception of peace, which demonstrated a more profound conception of the topic. Their broader perspectives on peace may have been influenced by the author, who taught the participants for two years and who began as a peace advocate and incorporated peace ideas into class discussions in some instances. The findings from this study might only be the tip of the iceberg and far from being definitive given the small number of participants and the researcher’s relationship with them, which may have impacted their responses and created some concerns about authenticity and anonymity.

This study upheld the claim of Gandhi that youths are agents of positive change (Del Felice and Wisler, 2007). Young people are potential peacebuilders. This study provided encouragement for the truth that we should not undervalue youth’s ability to effect change. This can prompt greater discussion among scholars about peace in general inside the group, which might be viewed as being ignored on peace studies.

The participants’ dreams and aspirations for a culture of peace went beyond just improving their own lives. They shared Gandhi and Rizal’s aspirations for a better world and a habitable Philippines. Their narratives exhibited that they wished for a common good, which was uplifting. Their expectations and aspirations might have varied because of their economic situation and cultural orientation.

Literatures revealed that youths play an active role in peacebuilding. In school, for instance, Jabor (2017) concluded that students are enablers and not only the prime recipients of peace process. In a bigger context, Del Felice and Wisler (2007) illustrated in their study how the youths spearheaded various organizations for the benefit of humanity. Despite the many attestations, the contributions of the youth to peacebuilding are still deemed understudied. Most of the studies were based on the dichotomous view of the youth: victims and perpetrators of violence (UNOY Peacebuilder, 2015).

This underscores individual and social implications for how mental disorders and mental well-being are constructed, conceived of and treated. Further, this paper aims to examine positive psychology’s role in supporting the advancement of a broader systemic and contextual approach to mental health. With that aim, this paper connects data on mental health and well-being with peace studies to describe the systems of value and social ecologies underpinning mental disorders, using public happiness/Felicitas Publica as a possible framework to enhance public mental health while intervening at the local level (Bruni and Zamagni, 2007; Marujo and Neto, 2013, 2014, 2016, 2017, 2021; Marujo et al., 2019).

Theoretical foundations and data on positive peace and mental well-being are described with the intention to propose a systemic, contextual, relational, communitarian, economic and sociopolitical perspective of well-being that goes beyond individual bodies and/or brains and, instead, views mental disorder and mental health as social currency (Beck, 2020).

The interventions using dialogic, conversational and community approaches are a possible path to promote peace, mental health and public happiness.

Examining the interplay between the fields of positive psychology, mental health and cultures of peace, this work contributes to the broadening of research and subsequent intervention topics through transdisciplinary approaches while reinforcing the role of systemic and social determinants and complementing the prevalent medical model and intraindividual perspective of mental health and well-being.

Adopting positive psychology to address mental health through public happiness concepts and interventions opens opportunities to respond to the ebb and flow of social challenges and life-giving opportunities. Therefore, the paper intends to articulate actor-related, relational, structural and cultural dimensions while moving away from discrete technocratic and individual models and pays attention to the way their implementations are aligned with both individual and social needs.

The work offers an inclusive, equalitarian, politically sensitive approach to positive mental health and positive psychology, bringing forward a structural transformation and human rights-based approach perspective while rethinking the type of social and political solutions to mental health issues.

Creating a critically constructive debate vis-à-vis the fluidity and complexity of the social world, the paper examines mental health and positive psychology simultaneously from a “hardware” (institutions, infrastructures, services, systems, etc.) and a “software” (i.e. individuals and community/societal relations).

This paper aims to identify how the faculties of a Colombian University have understood the concept of sustainability and the way they have embedded it into their training.

Qualitative research was done using documentary and content analysis which allowed researchers to recognize features correlated to sustainability which are needed to promote and act for social equity, ecological care and economic development.

It was found that most faculties at the university do not conceptualize it; ergo, courses are designed neither for promoting sustainability nor sustainable education. Besides this, almost no level of integration was identified among faculties on this topic.

Many people agree education for sustainability is a key action to overcome the complex challenges the planet is facing; nevertheless, the prejudice that training to solve sustainability problems is an exclusive task of certain disciplines is common. This misunderstanding reduces the possibilities of pursuing a sustainable future, considering that these issues affect all humankind and that they can only be solved through interdisciplinary and collaborative work.

The paper also outlines some actions that Universidad Pontificia Bolivariana (UPB) can take to consider sustainability issues, and they are as follows: identification of competencies to include in the curricula; recognition of the potential of integrating education for sustainable development (ESD) into the curricula by strengthening the competencies and capacities; strengthening the competencies and capacities of the academic staff through ESD training processes; articulation of research with the curricula in such a way that the results of research processes permeate the curricula.

This study has some limitations. For instance, regarding the survey, the size of the sample may seem too small, a bigger sample will allow better information for the results. Regarding the case studies, a greater diversity of programs could have provided a wider range of results. Despite these limitations, for UPB, the study shows a snapshot of the literature review and the articulation of sustainable development and climate change education (CCE) in all programs the university has. The implications of this paper and research are the following. First, it reiterates the importance of having within the same institution a common language to talk about sustainability. Second, it recognizes the competencies and skills that should considered when implementing ESD and CCE in curricula.

This idea corresponds to a lack of debate about what the term signifies and means. It is believed that, as sustainability has been highly researched in the past two decades, it is a cross-cutting element in any faculty proposal; however, due to the complexity of the term, it is understood differently by each member of the same academic community, affecting their ability to design a systemic and systematic curriculum that enables to educate for sustainable goals.

Educators are recognized as key agents of social change, responsible for shaping future citizens. Beyond imparting knowledge, teachers are crucial in addressing societal challenges such as sustainability, democracy and social equality. This study aims to investigate the attitudes of Jewish and Arab students toward democratic values and how they perceive their role as educators in a multicultural society.

This study explores the attitudes of majority and minority group students in an Israeli teacher training college towards realizing democratic values and promoting shared citizenship. The sample included 382 Jewish and Arab students, who answered a questionnaire about attitudes regarding education for democracy and shared society, and their perception of their role in promoting this education.

The investigation delves into students’ civic perceptions, shedding light on the moderate and pluralistic stances held by both Jewish and Arab students. They advocate for cross-cultural exposure and interaction, with Jewish students demonstrating slightly more moderate views than the prevailing norms in Israeli society. Interestingly, Jewish students exhibited a willingness to engage in discussions on conflictual topics, whereas Arab students tended to avoid them.

This study underscores the potential of teacher training colleges in shaping the upcoming generation of educators as advocates of tolerance, and democracy, and promoters of a shared society.

This research gains heightened relevance in a contemporary landscape where numerous nations, especially those comprising diverse cultures, grapple with surges of nationalism that threaten democratic values. Teacher training colleges hold the key to forging a more harmonious future by becoming beacons of transformative pedagogy. These institutions can shape a new generation of educators who are poised to catalyze authentic social change.

The purpose of this paper is to examine peace as a paradigm for promoting peace culture.

The paper amalgamates paradigmatic concepts, insights and analytical writing while building on existing literature.

The findings of this research suggest that the paradigm of peace can be used as a model to promote peace culture and harmony in the 21st century, which is characterized by “hyper” and “super” diversity. Diversity is everywhere, including schools, workplaces and marketplaces. Diversity is very complex and encompasses nearly every element of human life. Diversity should not only be based on the race, culture, ethnicity, religion or gender of an individual. Diversity should be based on the uniqueness of an individual. The fact that we live in a diverse world does not mean that we cannot coexist harmoniously. This paper explores the paradigm of peace research by focusing on how it enhances peace culture to thrive amidst diversity. This study also illustrates that peace and conflict studies cannot be restricted to the resolution of war, violence and conflict. It can likewise aid us in addressing cultural, racial, religious and ethnic concerns. In addition, this research demonstrates that encouraging positive peace (and discouraging negative peace) can be used as a deterrent against violence, including war and conflict. Furthermore, this paper demonstrates the significance of personal peace and some other types of peace. It demonstrates that inner peace combined with external peace yields personal peace. Therefore, an individual may not be able to enjoy the holistic values of personal peace without inner and external peace. Also, this research indicates that encouraging a daily culture of peace can assist us in becoming quotidian agents of peace.

Most publications focused on peace and conflict but made no connection between peace and culture. In addition, the majority of publications did not discuss peace as a paradigm that can aid in promoting a culture of peace and nonviolence. In addition, most papers did not link peace culture with diversity. Moreover, the majority of studies did not connect peace with the environment. This study addresses these gaps by introducing peace as a paradigm for fostering a culture of peace amidst diversity in the 21st century. This paper introduces peace as a paradigm for promoting nonviolence, peace culture and harmony. This study also emphasizes the need for environmental peace, thereby increasing awareness of the problems that affect the planet. This study also includes a discussion of positive and negative peace, as well as other definitions and viewpoints of peace. It also underlines the importance of establishing positive peace. This paper can be used as an introductory pathway to understanding the intriguing aspect of peace that fosters a peace culture if practiced adequately and why a peace culture is important in a world of diversity.

Today's structure of Bosnia and Herzegovina was established in 1995 following the signing of the Dayton Peace Agreement in Paris. According to its Constitution, the Annex 4 of the Dayton Peace Agreement, Bosnia and Herzegovina is a decentralized state consisting of two entities (the Republika Srpska and the Federation of Bosnia and Herzegovina) and the Brčko District, three constituent peoples Bosniaks, Croats and Serbs and the Others as well as all other citizens in Bosnia and Herzegovina. The term ‘Others’ refers mainly to the national minorities and in total, there are 17 different national minorities in Bosnia and Herzegovina. The Federation comprises 10 cantons, all of which have legislative, executive and judiciary powers.

Relevant governmental and non-governmental agencies and bodies, as well as different international organizations in Bosnia and Herzegovina, agree that Roma, as the largest national minority, has been living in the worst socio-economic situation compared to all other national minorities. This is especially the case in housing, employment, health care and, in particular, education.

Bosnia and Herzegovina signed relevant international documents to protect the rights of national minorities and adopted relevant laws on the protection of national minorities. Furthermore, since the state has ambitions to become a member of the European Union, it accepted the Declaration of the Western Balkans Partners on Roma integration within the EU enlargement process and plans and activities have been initiated to improve the overall situation of Roma, particularly in the area of education.

The impact of globalization is undeniable; yet, it is so pervasive that we as researchers are still seeking answers to its impact and how to bring it to use most effectively. This chapter studies the role of global values in higher education of Pakistan and the amalgamation of global values in the practices of higher education institutions (HEIs) of Pakistan. For this purpose, 18 educational leaders and institutional heads of public and private HEIs of Pakistan were interviewed. Through thematic analysis, it was found that the educational leaders of Pakistani HEIs believe that global values such as integrity, creativity, fairness, unity, freedom, connection, sustainability, empowerment, reverence for life, human rights, civil rights, mutual trust, and honesty are responsible for harmony and peace in the world, and that universities are the best centers for promoting these values. However, they had concerns regarding Colonization by Western Values and conservation of national, regional, cultural, and religious values within a nation state.

It is estimated that nearly 2 billion world population is now living in countries affected by extreme forms of violence, war, and criminal activities (World Bank, 2016). Apart from being affected by war and having higher poverty rates, millions are affected by climate-related disasters, pandemics which have destroyed livelihoods and lives. In 2011 and 2012 alone, more than 450 million individuals faced environmental crises (Blankespoor et al., 2010; Laframboise & Loko, 2012). Human rights advocates that every individual has the right to live with dignity and respect. International agencies are trying their best to ensure that everyone, and mainly the vulnerable communities, gets assistance in a manner that is consistent with human rights and includes the right to participation and non-discrimination. One such right is the right to education, a right which has been articulated in numerous conventions and documents and has been a part of policy maker’s debate. In emergency situations, whether man-made or a natural disaster, students face an acute crisis of accessing higher education, even when the country is limping back to normalcy. The book Higher Education in Emergencies: International Case Studies discusses the impact of the COVID-19 pandemic on teaching and learning practice in higher education in different countries and highlights the cultural transformation of policy and practice. In addition, the authors propose future directions on how to be prepared and address the challenges of emergencies and draw implications of their findings beyond the national context.