Designing a “Peace Education” Curriculum for Lower Secondary Education
Keywords:
Peace education, course design, junior high schoolAbstract
The aim of the present study is to design a “Peace Education” curriculum for the lower secondary education level. This study adopts a qualitative approach in terms of data type and utilizes the research synthesis method. Scientifically validated studies on peace education published between 2004 and 2023 in national and international academic databases were analyzed. Initially, using keywords such as “peace,” “curriculum design,” and “peace education,” and applying inclusion criteria, 120 scientific studies were identified. Subsequently, based on exclusion criteria, 54 studies were selected for final analysis. The research data were collected through qualitative analysis of the reviewed documents. For qualitative data analysis, the six-step research synthesis model of Sandelowski and Barroso was employed, using the Attride-Stirling (2001) method based on a thematic network framework consisting of basic, organizing, and global themes. Based on the identified codes, after removing redundant themes and merging repetitive ones, 294 basic themes, 92 organizing themes, and 10 global themes were identified. These global themes include educational content, student roles, context, course objectives, cultural and socio-artistic school activities, teaching methods, evaluation, support from curriculum planners and education policymakers, parental awareness, and the training of peace-oriented teachers. Accurate understanding of the dimensions and components of peace education is a prerequisite for the success of such curricula at the lower secondary education level.
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