Skip to main content
Have a personal or library account? Click to login
Peace Education in ASEAN Higher Education: A Meta-Synthesis of Practices, Outcomes, and Lessons on Education for Peace in Post-Pandemic Cover

Peace Education in ASEAN Higher Education: A Meta-Synthesis of Practices, Outcomes, and Lessons on Education for Peace in Post-Pandemic

By:  and    
Open Access
|Jun 2026

References

  1. Abdellah, Y. A., & Gubair, D. M. (2025). Peace-instructed classrooms. European Journal of Education and Pedagogy, 6(2), 97–100. https://doi.org/10.24018/ejedu.2025.6.2.944
  2. Adan, M. Y. (2025). The role of peace education in promoting social justice and sustainable peace in post-conflict societies: A 4Rs framework analysis. Frontiers in Political Science, 7, 1–11. https://doi.org/10.3389/fpos.2025.1650027
  3. Ahmad, A. B., Suherman, U., Suryana, D., Saper, M. N., Hashim, A., & Mansor, R. (2024). Peace culture practices based on Islamic values among secondary school students in Malaysia. International Journal of Religion, 5(9), 587–593. https://doi.org/10.61707/jx8r0h57
  4. Ahmad, T. A., Nurasiah, N., Amin, S., Sohabudin, A., & Arifin, R. (2025). From tragedy to reconciliation: Advocacy, legal strategies, and the role of history teachers in integrating peace education in post-conflict areas. Indonesian Journal of Advocacy and Legal Services, 7(2), 381–430. https://doi.org/10.15294/ijals.v7i2.30584
  5. Al Qurtuby, S. (2023). Beyond liberal peace: Religious violence and tactical peacebuilding in Indonesia. Journal of Asian Security and International Affairs, 10(2), 145–168. https://doi.org/10.1177/23477970231173525
  6. Association of Southeast Asian Nations. (n.d.). ASEAN Charter. ASEAN Main Portal. https://asean.org/asean-charter/
  7. Bell, D. V. J. (2016). Twenty-first century education: Transformative education for sustainability and responsible citizenship. Journal of Teacher Education for Sustainability, 18(1), 48–56. https://doi.org/10.1515/jtes-2016-0004
  8. Buchori, S., Kartadinata, S., Yusuf, S., Ilfiandra, I., Fakhri, N., & Adiputra, S. (2021). Developing a framework peace education for primary school teachers in Indonesia. International Journal of Learning, Teaching and Educational Research, 20(8), 227–239. https://doi.org/10.26803/ijlter.20.8.14
  9. Chelong, A., & Madeng, M. (2025). Effects of experiential and digital e-learning on cross cultural learning aimed at reducing conflict and violence among youths in the three southern border provinces of Thailand. Suranaree Journal of Social Science, 19(2), Article e278749. https://doi.org/10.55766/sjss278749
  10. Emadian, F., Gholami, J., & Sarkhosh, M. (2018). Towards a sustainable curriculum for ESAP teacher training program: A profile of ESAP content specialists’ vs. language instructors’ needs. Journal of Teacher Education for Sustainability, 20(2), 139–157. https://doi.org/10.2478/jtes-2018-0020
  11. Galtung, J. (1969). Violence, peace, and peace research. Journal of Peace Research, 6(3), 167–191. https://doi.org/10.1177/002234336900600301
  12. Gao, X., Davillas, A., & Jones, A. M. (2022). The COVID-19 pandemic and its impact on socioeconomic inequality in psychological distress in the United Kingdom: An update. Health Economics, 31(5), 912–920. https://doi.org/10.1002/hec.4480
  13. Geovasky, I. (2024). Peace spirituality through interreligious engagement: A case of education to toleration and peace spirituality in Yogyakarta. Journal of Ethics in Higher Education, 5, 183–198. https://doi.org/10.26034/fr.jehe.2024.6870
  14. González-Calvo, G., Varea, V., & García-Monge, A. (2023). Children’s experiences of lockdown and social distancing in the COVID-19 pandemic. Journal of Family Issues, 44(9), 2422–2445. https://doi.org/10.1177/0192513X221094038
  15. Harber, C., & Sakade, N. (2009). Schooling for violence and peace: How does peace education differ from “normal” schooling? Journal of Peace Education, 6(2), 171–187. https://doi.org/10.1080/17400200903086599
  16. He, J., Zhang, Y., & Yi, Z. (2023). Towards resilient neighbourhood governance: Social tensions in Shanghai’s gated communities before and during the pandemic. Humanities and Social Sciences Communications, 10(1), Article 568. https://doi.org/10.1057/s41599-023-02085-z
  17. Jabor, R. M. (2024). “On becoming a peacebuilder”: Narratives of the grade 10 learners. Journal of Aggression, Conflict and Peace Research, 16(1), 16–27. https://doi.org/10.1108/JACPR-12-2022-0764
  18. Jekabsone, I., & Gudele, I. (2023). Online adult education for sustainable development: The analysis of the consequences of the COVID-19 pandemic in Latvia. Journal of Teacher Education for Sustainability, 25(1), 155–167. https://doi.org/10.2478/jtes-2023-0010
  19. Kalaitzidis, D. (2012). Sustainable school indicators: Approaching the vision through the sustainable school award. Journal of Teacher Education for Sustainability, 14(2), 168–180. https://doi.org/10.2478/v10099-012-0015-7
  20. Kester, K. (2023). Global citizenship education and peace education: Toward a postcritical praxis. Educational Philosophy and Theory, 55(1), 45–56. https://doi.org/10.1080/00131857.2022.2040483
  21. Kester, K. (2024). Toward a conflict-sensitive approach to higher education pedagogy: Lessons from Afghanistan and Somaliland. Teaching in Higher Education, 29(2),619–638. https://doi.org/10.1080/13562517.2021.2015754
  22. Khairuddin, A. Z., Abd Razak, A., Idrus, F., & Ismail, N. A. H. (2019). Challenges of offering peace education among educational leaders: A case study of Malaysian public primary school. American Journal of Qualitative Research, 3(1). https://doi.org/10.29333/ajqr/5811
  23. Kondrla, P. (2023). Sustainability values in religious education. Journal of Education,Culture and Society, 14(1), 19–32. https://doi.org/10.15503/jecs2023.1.19.32
  24. Laal, M. (2011). Lifelong learning: What does it mean? Procedia - Social and Behavioral Sciences, 28, 470–474. https://doi.org/10.1016/j.sbspro.2011.11.090
  25. Lee-Koo, K., & Pruitt, L. (2025). Prospects for intergenerational peace leadership: Reflections from Asia and the Pacific. Cooperation and Conflict, 60(2), 369–389. https://doi.org/10.1177/00108367241246535
  26. Lenková, R., Pajonková, F., & Lukáčová, T. (2022). Impact of COVID-19 pandemic on psychical health and social relationships among university students. Acta Facultatis Educationis Physicae Universitatis Comenianae, 62(1), 41–52. https://doi.org/10.2478/afepuc-2022-0005
  27. Litaay, S. C. H., Manuputty, F. M. L., Afdhal, A., & Makaruku, N. D. (2025). Local culture-based education in the hidden curriculum: A strategy for fostering tolerance and peace in Maluku secondary schools. Society, 13(1), 192–207. https://doi.org/10.33019/society.v13i1.777
  28. Mahayanti, N. W. S., Asril, N. M., Suwastini, N. K. A., Arnyana, I. B. P., Dantes, G. R., & Pratiwi, N. P. A. (2025). The trends of peace education research in Indonesia: A bibliometric analysis aligned with quality of education. Journal of Lifestyle and SDGs Review, 5(2), Article e02571. https://doi.org/10.47172/2965-730X.SDGsReview.v5.n02.pe02571
  29. Maimad, M. T., Dupa, H. J. P., & Villegas, J. P. (2023). Parental involvement and academic achievement: Keys to translating no poverty and quality education SDGs in Philippine peripheral communities. Journal of Teacher Education for Sustainability, 25(2), 76–88. https://doi.org/10.2478/jtes-2023-0017
  30. Mana, A., Srour, A., & Sagy, S. (2021). Sense of community coherence, perceptions of collective narratives, and identity strategies in intra- and interreligious group conflicts. Peace and Conflict, 27(4), 669–673. https://doi.org/10.1037/pac0000538
  31. Mohammadnia, Z., & Moghadam, F. D. (2019). Textbooks as resources for education for sustainable development: A content analysis. Journal of Teacher Education for Sustainability, 21(1), 103–114. https://doi.org/10.2478/jtes-2019-0008
  32. Nesterova, Y., Kim, E.-J. A., & Amaglo-Mensah, T. D. (2024). The purposes of education in peace-building: Views of local peace actors in diverse (post-)conflict societies. Global Change, Peace & Security, 34(2–3), 103–124. https://doi.org/10.1080/14781158.2024.2382679
  33. Ngugi, E. (2023). When religion becomes a source of conflict and alienation, interfaith dialogue becomes a source of harmony and reconciliation. Lutheran Theological Journal, 57(1), 21–35.
  34. Özel, D., & Sümer, Z. (2025). Peace education in action: A case study of fourth graders in a refugee-receiving school in Türkiye. Peace and Conflict. Advance online publication. https://doi.org/10.1037/pac0000826
  35. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., … & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Journal of Clinical Epidemiology, 134, 178–189. https://doi.org/10.1016/j.jclinepi.2021.03.001
  36. Paudel, J. (2025). Ensuring inclusive and equitable access to quality education for the survival of humanity and development of global peace. Delhi Business Review, 25(2), 1–9. https://doi.org/10.51768/dbr.v25i2.252202401
  37. Payong, M. R. (2023). Promoting peace education by using the local wisdom in Manggarai culture, East Nusa Tenggara, Indonesia. Al-Ishlah: Jurnal Pendidikan, 15(1), 665–674. https://doi.org/10.35445/alishlah.v15i1.1886
  38. Qomusuddin, I. F., Latifah, S., & Erihadiana, M. (2025). Determinants of students’ religious moderation in Indonesian Islamic higher education: A confirmatory factor analysis approach. Harmoni, 24(1), 128–148. https://doi.org/10.32488/harmoni.v24i1.816
  39. Rahmat, R. B., Porta, T., & Phyo, K. T. (2025). The role of the higher education educator in times of conflict in Myanmar. Teaching in Higher Education. Advance online publication. https://doi.org/10.1080/13562517.2025.2512334
  40. Ramirez-Hurtado, C., & Comins-Mingol, I. (2021). Time for peace. Peace Review, 33(4), 479–487. https://doi.org/10.1080/10402659.2021.2043007
  41. Ranieri, V., Gordon, C., Kamboj, S. K., & Edwards, S. J. (2024). Pandemic lockdowns: Who feels coerced and why? A study on perceived coercion, perceived pressures and procedural justice during the UK COVID-19 lockdowns. BMC Public Health, 24(1), Article 793. https://doi.org/10.1186/s12889-024-17985-1
  42. Rejekiningsih, T., & Hidayatulloh, M. M. (2025). Anti-bullying LMS design for a safe learning environment in higher education. Jurnal Teknologi Pendidikan, 27(2), 539–555. https://doi.org/10.21009/jtp.v27i2.58701
  43. Ryan, R. (2014). Peace and conflict review. Peace Review, 26(4), 510–513. https://doi.org/10.1080/10402659.2014.972249
  44. Sachs, G., Fisher, T., & Cannon, J. (2011). Collaboration, mentoring and co-teaching in teacher education. Journal of Teacher Education for Sustainability, 13(2), 70–86. https://doi.org/10.2478/v10099-011-0015-z
  45. Saleh, M. N. I., Hanum, F., & Rukiyati, R. (2025). Approaches to implementing peace education in high schools for nonviolent conflict resolution. Cogent Education, 12(1), Article 2553004. https://doi.org/10.1080/2331186X.2025.2553004
  46. Shahrill, M., Petra, M. I., Naing, L., Yacob, J., Santos, J. H., & Abdul Aziz, A. B. Z. (2021). New norms and opportunities from the COVID-19 pandemic crisis in a higher education setting: Perspectives from Universiti Brunei Darussalam. International Journal of Educational Management, 35(3), 700–712. https://doi.org/10.1108/IJEM-07-2020-0347
  47. Sotto, R., & Pantao, J. G. (2025). Research note: Peace education teachers’ perceptions of interculturality, peace, and peacebuilding in Mindanao, Philippines. Intercultural Education, 1–8. https://doi.org/10.1080/14675986.2025.2594855
  48. Supriyadi, T., Julia, J., Rahminawati, N., Suhartini, A., Ismail, H., & Muqoyyidin, A. W. (2025). Enhancing religious literacy for the promotion of tolerance: A design-based approach to developing an Islamic education model in higher education. International Research Journal of Multidisciplinary Scope, 6(3), 310–324. https://doi.org/10.47857/irjms.2025.v06i03.05084
  49. Sy, S. S. D. (2025). Peace education in Southern Thailand: Implementing conflict-sensitive pedagogy in Islamic schools. Conflict and Peace Studies, 4(1), 57–83.
  50. Tan, M., & Vickers, E. (2024). Thailand: Sufficiency education and the performance of peace, sustainable development and global citizenship. Compare, 54(5), 804–820. https://doi.org/10.1080/03057925.2024.2310129
  51. Tanyel, S. S., & Şahin Kıralp, F. S. (2021). Tolerance for sustainable peace culture in a divided society: The effect of peace education on tolerance tendency and human values. Social Indicators Research, 156(1), 223–246. https://doi.org/10.1007/s11205-021-02630-w
  52. United Nations. (n.d.). The 17 goals. https://sdgs.un.org/goals
  53. Wahyuningsih, Y., Maftuh, B., Sapriya, S., & Darmawan, D. (2024). Trends of primary schools’ conflict resolution as peace education: A bibliometric analysis. Indonesian Research Journal in Education, 8(1), 45–61. https://doi.org/10.22437/irje.v8i1.30952
  54. Wong, M. S., & Kareng, D. (2024). Creativity in crisis: Re-envisioning higher education in Myanmar’s Spring Revolution. The Asia-Pacific Education Researcher, 33(5), 1095–1103. https://doi.org/10.1007/s40299-023-00776-4
  55. Zainal, S., Yunus, S., Jalil, F., & Khairi, A. (2021). The policy of local government to implement peace education at secondary school post armed conflict in Aceh Indonesia. Journal of Social Studies Education Research, 12(2), 377–409.
  56. Zaw, H. T. (2023). Integration of peace communication and conflict resolution in education system: The case of Myanmar. Jurnal Peurawi: Media Kajian Komunikasi Islam, 6(1), 67–88. https://doi.org/10.22373/jp.v6i1.17623
DOI: https://doi.org/10.2478/jtes-2026-0009 | Journal eISSN: 1691-5534 | Journal ISSN: 1691-4147
Language: English
Page range: 152 - 167
Published on: Jun 29, 2026
Published by: Daugavpils University
In partnership with: Paradigm Publishing Services

© 2026 Rehna Sotto, Jovar G. Pantao, published by Daugavpils University
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.