Perceptions and types of conflicts among Spanish university students. Influence of gender and religion

Bibliographic Data

ID21620147
AuthorsGloria Rojas-Ruiz (0000-0001-8541-383X, University of Granada Department of Didactics and School Organisation, , Granada), Inmaculada Alemany-Arrebola (0000-0002-4127-3502, Universidad de Granada Department of Developmental and Educational Psychology, , Granada), Ángel Custodio Mingorance-Estrada (University of Granada Department of Didactics and School Organisation, , Granada)
Year2026
Pages1-20
Publication date2026-03-30
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Journal of Conflict Management (JOURNAL)
Journal identifiersISSN: 1044-4068 • E-ISSN: 1758-8545
PublisherEmerald (PUBLISHER)
DOI10.1108/ijcma-09-2025-0323
OpenAlexW7141275095
LanguageEN
References cited52

Purpose Today’s higher education institutions increasingly require safe and democratic teaching and learning environments, which means they must invest resources in promoting the proper management of conflicts that arise in the academic context. This study aims to analyse university students’ perceptions of conflict, emphasising its conceptualisation and the most common types encountered in this setting, relating it to the variables of gender and religion. Design/methodology/approach To this end, quantitative research was conducted using the Questionnaire on Conflict in the University, on a purposive sample of 1,281 Spanish university students enrolled in education-related degree programmes. Findings The results show that students perceive conflict in a moderately positive light, recognising its educational potential, although traditional views that consider it a problem also coexist. The most common conflicts are related to organisational tensions, especially problems in institutional management and vertical communication, while more serious ones, such as harassment or discrimination, are perceived as infrequent. These perceptions vary according to gender and religion, highlighting the influence of sociocultural and educational factors. Research limitations/implications A significant limitation is the difficulty in extrapolating the results to other contexts. Practical implications The findings underscore the importance of promoting specific training in conflict management and fostering an inclusive and participatory university culture that improves student coexistence and well-being. Social implications Today’s higher education institutions increasingly require safe and democratic teaching and learning environments, which means they must invest resources in promoting adequate management of conflicts that arise in the academic context. Originality/value There is very little existing literature that relates gender and religion variables to the perception of and conflict management in higher education. The authors are therefore convinced that this study represents a novel, relevant and timely proposal, offering empirical data that can guide decision-making in diverse and complex university contexts

Citizen journalism · Conflict management · Harassment · Higher education · Perception · Communication in Education and Healthcare · Conflict Management and Negotiation · Workplace Violence and Bullying