Design and evaluation of peace curricula in territories affected by armed violence

A systematic review

Bibliographic Data

ID17810028
AuthorsAlbert Corredor (Corporación Universitaria Americana, corresponding author), Erick Oswaldo Salazar Montoya (0000-0001-5152-8997, Universidad Señor de Sipán), Sebastián Cardona-Acevedo (0000-0002-6192-2928, Corporación Universitaria Americana), Jackeline Valencia (0000-0001-6524-9577, Universidad de Los Lagos), Blas Felipe Peña Ortega (Católica del Norte Fundación Universitaria), Alejandro Valencia-Arias (0000-0001-9434-6923, Universidad Señor de Sipán), Lilian Verde Flores (0000-0003-0496-853X, Universidad Señor de Sipán)
Year2026
Volume18
Issue2
Pages169-188
Publication date2026-04-08
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Aggression Conflict and Peace Research (JOURNAL)
Journal identifiersISSN: 1759-6599 • E-ISSN: 2042-8715
PublisherEmerald Publishing Limited (PUBLISHER • GB)
DOI10.1108/jacpr-02-2026-1111
OpenAlexW7151794840
LanguageEN
References cited41

Purpose This study synthesises evidence on peace education curricula implemented in territories affected by armed violence, examining their contribution to social reconstruction, reconciliation, civic competencies and social cohesion. This study aims to identify dominant pedagogical approaches, curricular components, evaluation strategies, key actors and documented outcomes, addressing the theoretical and methodological dispersion that limits cumulative knowledge and long-term impact assessment. Design/methodology/approach A systematic literature review was conducted following PRISMA 2020 guidelines. Searches in Scopus and Web of Science produced 234 records, from which 40 studies met predefined eligibility and quality criteria. A qualitative synthesis was applied to analyse pedagogical models, curricular integration strategies, methodological designs and stakeholder participation across peace education initiatives in violence-affected contexts. Findings The review shows a predominance of civic education, peacebuilding and cross-curricular integration approaches. Qualitative methods, especially interviews and case studies, are most common. Teachers, students, families and communities play central roles, while curriculum fragmentation and limited longitudinal evaluation constrain evidence on sustained educational and social impact. Originality/value This study offers an integrative synthesis of a fragmented research field by articulating pedagogy, curriculum, assessment and social participation. It provides a coherent analytical framework that supports more systematic design and evaluation of peace education initiatives in conflict-affected territories

Curriculum · Curriculum development · Peace Education · Qualitative research · Scopus · Stakeholder · Systematic review · Education for Peace and Conflict Resolution · Peace and Human Rights Education · Peacebuilding and International Security

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