Abstract

Peace education is more effective and meaningful when adopted according to the social and cultural context and the needs of a country. It should be enriched by its cultural and spiritual values together with the universal human values. It should also be globally relevant. In order for peace education to become a regular inclusion and curriculum expectation within schools, nations and worldwide, teachers must be prepared to teach issues that are often socially uncomfortable and conflicting in order to combat the stigma, conflict and inequality that peace education seeks to diminish. The study is an exploratory study. The data was analyzed according to the three categories listed as main components of peace education. As a pre-service teacher, learning the skills to work with students to create a culture of peace is a difficult task to envision. The finding of the study strongly recommended that the Philosophy course and every core course of the Bachelor of Education program adopt and promote peace education as an effective learning tool.

Key words: Conflict resolution, pre-service education, peace education, pre-service teacher, violence.