Determining the Effect of Peace Education on Knowledge and Attitude of Prospective Teachers - An Experimental Study

Oct 15, 2026

The study investigates the effect of peace education on the knowledge and attitude of prospective teachers through a quantitative quasi-experimental design using a pretest–posttest nonequivalent group approach. Two instruments were developed and validated: a 25-item multiple-choice test on peace education knowledge and an 80-statement attitude scale covering peace, conflict resolution, human rights, social justice, and cultural diversity. Reliability was ensured with Kuder Richardson 21 (72.1) and Cronbach Alpha (91.2), and data were analyzed using descriptive statistics and ANCOVA. Results indicate significant improvement and support for integrating peace education into teacher education curricula.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Abstract

Introduction

Concept and objectives of peace education

Curriculum focus and peace values

Influence on students’ attitudes

Role of teachers and implementation

Determining the Effect of Peace Education on Knowledge and Attitude of Prospective Teachers: An Experimental Study Samra Bashir * and Rafaqat Ali Akbar ** Abstract Peace education contribute to promote peace by changing the thinking of people. Education is a tool to impart peace by changing the mind of people. Teacher can solve the problems of peace by developing the peaceful minds of youth through peace education. This study was conducted to determine the peace education’s effect on knowledge and attitude of future teachers. It was a quantitative study and followed the quasi-experimental design i.e. A pretest posttest nonequivalent group design. Researchers develop two tools for data collection: A Test for Knowledge of Peace Education (TKPE) and a Scale for Peace Attitude (SPA) . Five themes of peace education were selected to developed the TKPE and SPA, i.e. peace, conflict resolution, human rights, social justice, cultural diversity. A Test for Knowledge of Peace Education (TKPE) was developed by reviewing the literature. This objective type test comprised 25 Multiple Choice Questions (MCQs) . The attitude scale consisted of 80 statements related to the themes of peace education. Reliability of TKPE was insured by applying Kuder Richardson 21. The value of Kuder Richardson 21 was 72.1. The reliability of SPA was insured by applying Cronbach Alpha. The value ofCronbach Alpha was 91.2. Peace Education Intervention (PEI) was prepared. Two groups of prospective teachers were selected as control and experimental group for experiment. PEI was given for one semester to prospective teachers. Prospective teachers take keen interest in the peace education lectures. Data collected through pretest and posttest measure was analyzed by applying descriptive statistics and ANCOVA. The findings of study shows that the peace education intervention remained successful in achieving its objectives. Improvement in the knowledge and attitude of participants towards peace was observed. On the basis of findings, the inclusion of peace education is strongly suggested into the teacher education curriculum. Keywords: Peace education, Themes of peace, Teacher education, Knowledge of peace, Attitude towards peace. * Lecturer, University of Education, Township, Lahore. Email: [samrabashir.ue@gmail.com](samrabashir.ue@gmail.com) ** Professor of Education, Institute of Education and Research, University of the Punjab, Lahore Introduction The concept of peace implies to respect human rights and human life, working cooperatively to resolve conflicts nonviolently, training of citizens for positive contribution in their governments (Harris & Morrison, 2003) . People use various strategies to establish the means of peace. Education is one of powerful strategy that can help to establish long term and sustainable peace by educating and training citizens for matters to achieve peace. The role of teacher is important in this regard being the key player in system of education. Peace education means a global effort to change the way people think and act in promoting peace and education is a major tool for promoting peace in the world (UNESCO, 1998) . Harris (2002) elaborates the objectives for effective peace education program i.e., appreciation of peace, understanding of violent behaviors, develop intercultural understanding, teaching of social justice and respect for life. Salomon (2002) suggests the four categories of peace education: “as a matter of changing mindset, cultivating a set of skills and attitudes conducive for peace, promoting human rights’ and, finally, peace education as a ‘matter of environmentalism, disarmament, and the promotion of a culture of peace”(p. 4) . The curriculum of peace education emphasis that the students of peace education have to learn and practice the basic concept of peace education. Peace education provides curriculum in which students will learn and practice concepts, such as respect for; human rights, soci

FAQs

What is the purpose of the experimental study?

The study aims to determine the effect of peace education on the knowledge and attitude of future (prospective) teachers.

How were knowledge and attitude measured?

Knowledge was measured using a 25-item multiple-choice test (TKPE), and attitude was measured using an 80-statement scale (SPA) based on selected themes of peace education.

What reliability and data analysis methods were used?

TKPE reliability used Kuder Richardson 21 (72.1) and SPA used Cronbach Alpha (91.2). Pretest and posttest results were analyzed with descriptive statistics and ANCOVA.

Oct 15, 2026

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