Curating School Climate Through Peace Pedagogy

School Climate and Peace Pedagogy

Abstract

Pakistan has been ranked at the bottom of the Global Peace Index for many years. Educational institutions provide young learners with opportunities to develop universal human values. The study at hand was an intervention planned to introduce peace education modules for teachers’ professional development. After a basic needs assessment, schoolteachers in the Capital Territory of Islamabad, Pakistan, were selected, and teachers and head teachers participated together in this professional development workshop. Later, qualitative data were collected through teacher reflections, focus group discussions, instructional practices observed during classroom visits, and feedback from interviews with school leaders. The main objective was to identify effective practices, challenges, and institutional support mechanisms for implementing peace pedagogy in schools. Thematic analysis highlighted that peace pedagogy has positively influenced school climate by creating emotionally safe, respectful, and inclusive classroom environments, even in limited-resource settings.