Effects of Peace Education practices on Student Learning Competences in Rwandan Schools

Purpose: This study investigates the impact of peace education practices on student learning competencies in Rwandan schools, specifically at Umubano Academy and GS Ayabaraya in Kicukiro District. Materials and Methods: A qualitative research design was used, involving 289 students, 8 teachers, and 2 head teachers selected through purposive sampling. Data was gathered through interviews, focus group discussions, and classroom observations using interview guides, a focus group guide, and an observation checklist. The data were analyzed thematically to identify key patterns related to peace education's impact on student competences. Results and Discussions: Both schools implemented peace education through different approaches. Umubano Academy focused on inclusive teaching strategies, positive reinforcement, and the integration of peace themes in their curriculum, fostering skills such as critical thinking, collaboration, and emotional intelligence. GS Ayabaraya concentrated on extracurricular activities like peace-building clubs, which promoted teamwork, leadership, and community involvement. Students from both schools reported improved competences, including communication, conflict resolution, and empathy. However, challenges such as large class sizes, cultural barriers, corporal punishment, and inadequate supervision at GS Ayabaraya were identified as barriers to fully realising the potential of peace education. Conclusion: The study highlights the significant positive impact of peace education on student learning competences, particularly in fostering critical thinking, emotional intelligence, and social responsibility. Despite challenges, the research underscores the transformative potential of peace education in creating engaged and responsible students. It recommends ongoing professional development for educators and greater community engagement to support peace education. The successful practices at Umubano Academy can serve as a model for other schools. Further research on the long-term effects of peace education and potential collaborations between schools is suggested.