Peace Education Program Adaptation: A Sustainable Way for Harmony

Peace education has evolved over the past century, addressing various forms of violence and fostering values essential for harmonious coexistence. This research underscores the importance of addressing harmony and creating a peaceful environment through education utilizing Johan Galtung's framework on direct and structural violence. This study explores the adaptation of UNESCO's "Learning to Live Together" peace education program to meet the needs of fourth graders in refugee-receiving schools in Türkiye. The adapted program aims to equip individuals with skills for conflict resolution, empathy, and social justice, which are essential for both local and refugee students. A qualitative phenomenological approach was employed to capture the experiences of school components including local and refugee parents and students, teachers, school counselors, and vice principal, providing insights into the challenges and needs within this unique educational setting. As a result of the analysis of the semi-structured interviews with school components, three themes emerged: (1) Aggravating Factors for Unity, (2) Institutional Needs and Issues, and (3) Facilitative Factors for Unity. The needs analysis revealed significant aggravating factors for unity, such as language proficiency, socio-economic issues, and prejudice, necessitating a comprehensive, culturally sensitive educational intervention. However, factors like parental characteristics and a peaceful school environment can serve as facilitator factors. The study's findings informed the development of a 13-session peace education program for 4th graders tailored to the identified needs, emphasizing cultural recognition, conflict resolution, and empathy. This research highlights the critical role of peace education in promoting social cohesion and resilience, offering valuable insights for policymakers and educators in similar contexts.