Revolutionizing Peace Education in Pakistan: Developing a Peace Education Course for Teacher Education Curriculum
DOI:
https://doi.org/10.55737/rl.v5i1.26159Keywords:
Peace Education Course, Teacher Education Curriculum, Constructivist Research Paradigm, Faculty Members, Higher Education CommissionAbstract
Peace teachings foster a conducive environment for achieving sustainable peace. Applying the constructivist research paradigm, the researcher adopted a qualitative survey approach. The sample was consisted of a total of 10 faculty members from the 15 general public sector universities that were offering B.Ed. (Hons) Elementary 4-year program with the senior semesters, i.e., 7-8 in Pakistan through a simple random sampling technique. The data were collected by using a structured interview schedule, and narrative analysis was established by applying the suggested process by Cohen in 2018. It was concluded that no course of peace education exists in the teacher education curriculum. Therefore, it is recommended that the Higher Education Commission (HEC) of Pakistan review the curriculum and consider the proposed peace education course for the teacher education curriculum.
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