From Training to Transformation- The Role of Teacher Education in Cultivating a Culture of Peace
DOI:
https://doi.org/10.31305/rrijm.2025.v10.n6.033Keywords:
Peace, Peace Education, Teacher, Training and Teacher EducationAbstract
The importance of educators as peacemakers in achieving the Sustainable Development Goals (SDGs) is examined in this paper, with particular attention paid to the relationship between SDG 4 (Quality Education) and SDG 16 (Peace, Justice, and Strong Institutions). It looks at how teachers may create inclusive, democratic, and peaceful classrooms that not only teach academic content but also encourage virtues like empathy, tolerance, and nonviolence. Despite playing a crucial role, teachers encounter many obstacles when trying to match teaching methods with the more general objectives of peacebuilding. These obstacles range from a lack of training and curriculum gaps to political meddling and resource constraints. The study argues that achieving SDG 16 is fundamentally related to achieving SDG 4, and that high-quality education cannot be attained in environments filled with injustice, discrimination, or violence. Training of peace education and policy reform can enable educators to create more equitable and peaceful communities and institutions, which will significantly contribute to sustainable development.
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