Peace Education Programs Research Articles

The Journey Starts Now: Infusing Peace Education into LO Teaching in South African Secondary Schools

Peace education as part of the school curriculum can transform school functioning by equipping learners with conflict resolution skills. Currently peace education is not part of the existing curriculum in South Africa. Literature indicates that peace education can be appropriately integrated into the compulsory subject, Life Orientation (LO), in South African secondary schools. Informed by Danesh’s integrative peace theory and the extant literature on peace education, a qualitative study explored the possible integration of peace education into LO to assist learners develop conflict resolution skills. Six teachers who teach LO in two secondary schools in the Western Cape, South Africa, which have implemented an extramural peace education programme through the agency of a non-governmental organisation, were purposefully selected. Data were gathered in focus group interviews with the teachers and thematic analysis carried out. Findings of the study highlight the significance of integrating peace education in LO in order to foster a more peaceful schooling environment. Furthermore, aspects of peace education already overlap or complement topics taught in LO, such as respect and tolerance for diversity. Barriers to effective integration of peace education in the LO curriculum are lack of targeted teacher training, rigid curriculum design, teachers’ workload and poor resource allocation. It was recommended that the integration of peace education in LO be prioritised and that the LO curriculum should be expanded to accommodate more explicit themes of peace education. Implementation should be supported through targeted teacher training, attention to teachers’ work schedules, additional teaching time and allocation of appropriate resources.

Navigating Informal Peace Education Programs in Iraq: Challenges, Progress, and Pathways Forward

Iraq has a long history of social unrest, sectarian violence, and ethnic conflict. Various Iraqi governments have used the education system to push their political goals, worsening these internal conflicts. After these difficult times, there is a strong need to create real peace through major changes in education. However, because of Iraq’s violent and divided past, achieving lasting peace through education is a tough challenge. This study looks at Iraq, including the Kurdistan Regional Government, and their efforts to reform the education system since 2003. Despite these efforts, one crucial element is missing: the deliberate inclusion of peace studies in the curriculum. Using a qualitative approach, this research explores Iraq’s attempts to integrate peace education programs into the higher education system. It explains both the strategies used and the challenges faced in implementing peace education. Additionally, this paper highlights possible ways for Iraq to advance peace education at all levels, from primary schools to universities.

Barriers to implementing peace education in secondary schools in South Africa

ABSTRACT This study aimed to explore barriers to implementing peace education in secondary schools in South Africa. The empirical inquiry employed qualitative research methodology and evaluation research design to examine the implementation of a peace education programme in three selected secondary schools in the Western Cape, South Africa. Purposive sampling was used to select the research sites and participants. Data were collected through semi-structured individual interviews with the manager of the Quaker Peace Centre (QPC) programme and school principals; and focus group discussions with teachers and learners. The data were analysed through thematic content analysis. Findings indicate that peace education was implemented with modest success outside the formal curriculum by following a multimedia approach using learner-run peace clubs and anti-bullying campaigns. However, barriers to the implementation of peace education persist, including financial constraints; inadequate allocation of time to peace education; poor parental involvement; overburdened teachers; and negative attitudes and societal influences. Based on these findings, the study recommends that government and school management should support the successful implementation of peace education by providing teacher training on peace education, including peace education in the mainstream curriculum; ensuring that all stakeholders participate in peace education efforts; and prioritising funding for implementation.

Inner Peace: Evaluating a Complementary Program Promoting Intra-Personal Peace at Adelaide Women's Prison, Australia.

The Peace Education Program, created in 2012, is a complementary program with potential to supplement official rehabilitation interventions offered in correctional centers. The program promotes "inner peace" as an innate and universal human resource, but whilst inner peace is a key concept in positive psychology and the Good Lives Model, there is a paucity of research regarding how to operationalize and evaluate this concept. The program had not previously been the subject of independent theoretically-informed research. Drawing on a mixed methods study conducted in Adelaide Women's Prison, this article explores the impact of the program on participants' learning regarding inner peace. Participants reported a greater understanding about inner peace, which they described as contributing to a stronger sense of their identity, enhanced self-esteem and increased self-regulation skills, resulting in reductions in impulsivity and reactive aggression. The quantitative data indicated there was a significant increase in participants' subjective ratings of inner peace before the program (M = 12.08) and post-program completion (M = 14.00) (p < .001). Growth in affect-regulation and anger-management skills may contribute to reductions in offending.

Some contradictions of multiple perspectives approaches to peace and history education: lessons from Cambodia

ABSTRACT This article reflects on tensions arising in multiple perspectives approaches as they are deployed in response to histories of atrocity and conflict. We call attention to the ways that multiple perspectives intersect with the challenges posed by competing memories of violence and questions of responsibility. Focusing on a peace education programme that sought to work with ‘complex’ perpetrator histories in Cambodia, we explore how peace education can produce its intended aims of building dialogue and empathy across groups while, coextensively, enabling space for potentially harmful forms of historical revisionism. We show how the multi-perspectivity in peace education can be misaligned with the subjectivities that it seeks to reconcile or dignify in the present and reflect on the need for peace educators to develop approaches that move beyond the presentation of ‘perspective’ and identity as synonymous. We conclude by calling attention to other potential figurations of shared responsibility within peace education..

817 Promoting Durable Well-Being Among Neurosurgical Professionals via an Interactive, Online, Wellness Educational Initiative

INTRODUCTION: Burnout is increasingly recognized as a source of worse job satisfaction and well-being within neurosurgery. We initiated a 10-week department-wide wellness course (Peace Education Program, PEP) with the goal of improving well-being. METHODS: We utilized PEP, a free, interactive, online wellness course focusing on 10 domains (hope, appreciation, inner strength, self-awareness, clarity, understanding, dignity, choice, peace, and contentment). Two weeks before and 6 months after the course, we distributed de-identified surveys based upon the validated Schwartz Outcome Scale-10 (SOS) with Likert scale scores 0-6 to assess participant wellness. Completion of the course was defined as attending &gt;7 of 10 sessions. Mann-Whitney U testing analyzed statistical differences between post-and pre-course data. p-values &lt;0.05 were considered statistically significant. RESULTS: Sixty-nine faculty, trainees, and staff registered to participate, 41 joined &gt;1 session, and 15 completed the course. Twenty-one and ten participants completed the pre- and post-course survey, respectively. Pre-course mean(+SD) SOS-10 score was 4.32 ± 1.23, which improved to 5.10 ± 0.75 post-course (p &lt; 0.001). Pre-course, the lowest domain score related to “appreciation” (3.95 ± 1.46); post-course the highest domain score related to “hope” (5.30 ± 0.48). Overall, all 10 domains demonstrated improved mean scores over time, with 5 domains [“inner strength” (p = 0.008), “understanding” (p = 0.030), “hope” (p = 0.020), “choice” (p = 0.026), and “peace” (p = 0.048)] demonstrating statistically significant score improvements six months after course completion. Focusing on participants who completed &gt;7 sessions, we additionally found statistically significant score improvements in the domains of “clarity” (p = 0.019), “contentment” (p = 0.030), and “appreciation” (p = 0.029) six months after course completion. CONCLUSIONS: Our findings demonstrate improved wellness in participants up to 6 months after wellness course completion. Participants attending &gt;7 sessions benefited more than counterparts. This free, interactive, online course can be utilized at other neurosurgical training programs to combat burnout and improve wellness.

Peace Education Programme in Kenya and UNICEF’s Reinforcement

As a region prone to conflict, an Introduction to peace is mainly essential for Kenya. The government projects that education can build a peaceful Kenya. As a result, the government is allocating an amount of budget to improve education in Kenya especially in eradicating violence and maintaining peace – especially, post-election violence and sexual abuse. The government has also adopted a UNICEF program, the Peace Education Program (PEP). The government's ambition is limited to designing a system that is only effective in some areas. Therefore, UNICEF complements the government’s effort to carry out policies of a peaceful education system and conduct action research. The efforts coming from the cooperation between UNICEF and the Kenyan government will also be adjusted to the Neoliberal institutionalism theory. This theory is essential to adjust the role of UNICEF in empowering and assisting the Kenyan government while Kenya still upholds its own interests. This paper will mainly focus on the research of the Peace Education Program in Kenya and how UNICEF assist and support its implementation. Keywords: Peace Education Program (PEP);Kenya; Children; UNICEF

Peace Education and Conflict Prevention in Somalia

This study focused on Peace Education and Conflict Prevention in Somalia. The specific objectives of the study were to find out the different perceptions of the Somali people on peace education and conflict prevention in Somalia, to explore the importance of peace education in conflict prevention in Somalia and to determine the relationship between peace education and conflict prevention in Somalia. The study used qualitative research design using documentary analysis of various perspectives of the Somali people and that of scholars. The goal of the researcher was to expose the perspective of Somali educators on the importance of peace education and the possible causes and consequences of the conflict as well as the relationship that exist between peace education and conflict in Somalia. This study carried out a critical review of existing literature with in-depth interviews with key informants from the education sector. By employing qualitative approach in the study, the researcher carried out a thorough investigation into a wide range of secondary. Data was collected via the use of documentary review and interview guide. The study also relied on secondary data from textbooks, journals, and academic papers. The main findings of the study revealed that that peace education contributes to conflict prevention in Somalia. This was clearly revealed from the finding of the study where majority of the respondents an overwhelming majority of over (90%) of the participants in the study showed positive and relevant perception about peace education being the best tool that can be used to prevent conflict in Somalia, the study revealed that (100%) of the participants in the study agreed that peace education is vastly important in as far as conflict prevention is concerned in Somalia and lastly the study revealed that (100%) of the participants agreed and noted that peace education is related to conflict prevention. The study recommends that the Ministry of Education of the Federal Republic of Somalia and should reform and revise the current secondary and primary schools curriculum and then incorporate peace education with all the required contents which are instrumental in providing in-depth knowledge and skills to prevent conflict in Somalia, the Ministry of Education of Somalia should review the structure of the peace education programme goals, and its organization in order to bear fruits it is prepared for. Teachers, students, and parents are not familiar with the target goals and structure of peace education in Somalia. It is in this context that the program is still unpopular among these groups of people and the Federal Government of Somalia should ensure proper and timely training of teachers on peace education.

Confronting a leadership vacuum: the principal’s leadership role in peace education in South African schools

PurposeThis research aimed to assess the leadership role of principals in the implementation of peace education in selected secondary schools in the Western Cape, South Africa.Design/methodology/approachThis study employed qualitative research approach to assess the leadership role of principals in the implementation of peace education in selected secondary schools in the Western Cape, South Africa. Data were gathered from a small sample of six principals from six selected secondary schools which were engaged in the implementation of a peace education programme, and data were analysed using thematic content analyses.FindingsFindings of the study suggest that principals possess a low level of understanding or awareness of their leadership role in the implementation of peace education. The study pointed out the constraints such as time constraints and learners' negative attitudes and social influences hinder the effective implementation of peace education in selected secondary schools.Research limitations/implicationsFirst, the data were self-reported and therefore subject to social desirability bias; participants may have provided socially desirable responses rather than their true belief or experiences. Thus, participants may have overstated their role in and commitment to the peace education programme.Originality/valueStudies that aim to explore alternative approaches to combat violence, such as peace education, are still limited in South Africa. Hence, this paper served to close that gap by contributing to the growing body of research on the leadership role of the principal in the implementation of peace education in the school and exploring barriers hampering its effective implementation.

The Influence of Training Teachers on the Implementation of Peace Education Programme in Selected Primary Schools at Nakuru County, Kenya

Peace is a critical component for the development of human beings in the whole world, without peace there can be no development. An atmosphere of no peace is a major cause of physical and economic suffering upon individuals, families, communities, businesses, nations and regions in many countries. In 2007 Kenya experienced incidents of conflicts which led to loss of workforce, learning time and disruption of education services which negatively affected the quality of education across in the county of Nakuru formerly Rift Valley Province. Since then Kenya has put several strategies to promote peace with deep recognition that it is the only vehicle to development, it was on this basis that Kenya introduced peace education programme in the primary schools curriculum since 2008. Peace education sets out to redress this culture of violence and aggression and to inculcate values of peace, the concept of human dignity and human rights with specific reference to economic equity, political participation and ecological balance that could be employed through counseling strategies. This therefore reveals that development of peace education was timely and critical in addressing both short term and long-term societal and national issues that promote conflicts. Peace education is in tandem with the Kenya vision 2030 under the political pillar on security, peace building and conflict management. The purpose of this study therefore was to determine “the influence of training teachers on the implementation of peace education programme in selected Primary schools at Nakuru County, Kenya. The study was carried out amongst standard 8 pupils and teachers. To achieve this objective, the study adopted descriptive survey design and used probability sampling technique in the selection of the study sample. A study sample made up of 138 pupils and 45 teachers was used for the study. Primary data was collected by use of self administered questionnaires and interview schedules, while secondary data was collected from Nakuru County Education offices and libraries. Data collected was analyzed with the aid of Statistical Package for Social Sciences and Microsoft Excel software. The results of the data analysis were presented in form of tabular summaries. Teacher training, resource availability and curriculum content emerged from the study as highly influential factors in the implementation of peace education programme in the schools. The study also revealed the key challenges hindering successful implementation of peace education programme in primary schools which included: lack of trained teachers on peace education, lack of sufficient time and lack of learning and teaching materials. The teachers and pupils’ suggestions were that the Government facilitate training of teachers on peace education and provide sufficient teaching and learning materials. Following this, the study recommended that, the Government of Kenya puts in place policies and measures that could facilitate training of teachers on peace education provide sufficient teaching and learning materials and strengthen programme supervision. The study gave further recommendation to the Kenya Government which could facilitate more uptake and adoption of peace education from primary schools up to university level as well as the entire society as a very important vehicle to foster development and national cohesion. The findings of this study are quite critical and of significant benefit to the Kenya government, communities, policy makers and the teachers in addressing some of the peace education curriculum initiatives and school best practices which will enhance peace promotion and national cohesion among Kenyan people. The implementation of this programme will enable people re-evaluate their behavior and develop commitment and endeavor to promote national values and peaceful coexistence.

Promoting durable well-being among healthcare professionals via an interactive, online, wellness initiative.

Burnout is recognized as a negative contributor to well-being within healthcare. The purpose of this study was to evaluate whether participation in the Peace Education Program (PEP), a 10-week wellness course, promoted durable improvement of burnout and wellness in a large academic medical center. We deployed PEP virtually through a series of free, interactive, online wellness sessions focusing on 10 domains: peace, appreciation, inner strength, self-awareness, clarity, understanding, dignity, choice, hope, and contentment. Two weeks before and six months following the sessions, we distributed de-identified surveys based upon the validated Schwartz Outcome Scale-10 (SOS-10) with Likert scale scores 0-6 to assess participant wellness. The Mann-Whitney U test was used to analyze statistical differences between post- and pre-course data. Sixty-nine faculty, trainees, and staff registered to participate, 21 participants completed the pre-course survey and 10 completed the post-course survey. The pre-course mean + standard error (SE) SOS-10 score was 43.2 ± 0.8, which improved to 51.0 ± 0.7 post-course (P < 0.001). Overall, all 10 domains demonstrated improved mean scores over time, with the five domains of "inner strength" (P = 0.008), "understanding" (P = 0.030), "peace" (P = 0.048), "choice" (P = 0.026), and "hope" (P = 0.020) demonstrating statistically significant score improvements six months after course completion. Participants completing ≥7 sessions benefited more than their counterparts and achieved statistically significant improvement in SOS-10 wellness scores (8.77 points) six months after course completion. Our findings demonstrate improved wellness in participants following peace education course completion. This free, interactive, online course may be utilized at other medical centers to improve wellness.

Value-based frameworks and peace education in faith-neutral, faith-based and faith-inspired schools in Islamabad: a comparative analysis

ABSTRACT This study aims to conduct a comparative analysis of diverse moral and value-based frameworks within the context of peace education. The selected schools represent three distinct ideological orientations: secular and faith-neutral (Roots Millennium School System/RMS), faith-inspired (International Islamic University School-IIUI School System), and faith-based Deobandi Madrassa (Jamia’ Faridiyya Islamabad). Employing a comparative case study approach, the research endeavors to address several key research questions: What religious or moral-ethical philosophies underlie the distinct moral frameworks of each school system? How have these schools developed formal and informal strategies to translate these philosophies into practical implementation? To what extent are these frameworks influenced by specific religious worldviews and responsive to challenges in political, economic, or cultural spheres? What dimensions of peace education are encompassed within these values-based frameworks? The findings of the study reveal that all three types of schools possess the potential to foster peace education. However, each school employs a unique approach based on its underlying ethical framework. This study underscores the importance of considering the ethical frameworks of educational institutions when devising peace education programs and policies. Furthermore, it emphasizes the significance of cultivating an inclusive and diverse learning environment that nurtures respect for varying moral frameworks and cultivates critical thinking concerning ethical dilemmas.

Sustainable peace building education: strategies used by Ghana’s National Peace Council

ABSTRACT African countries experience a lot of recurring conflicts because the underlying causes of most conflicts on the continent have either been unresolved or tackled at the surface level. This situation leads to the loss of lives and property. Ghana’s National Peace Council (NPC) is one of the existing peace infrastructures whose mandate is to educate the public on peace and conflict management. However, there is a paucity of literature on how this peace council educates the Ghanaian population on peacebuilding. The study, therefore, sought to uncover strategies employed by Ghana’s NPC in educating the public on peacebuilding. Data was gathered through interviews and focused group discussions with participants who work with the NPC. The study also relied on secondary data, which consisted of recordings of peace education programmes through mass media such as TV and radio. The findings revealed that two main strategies are employed by the NPC of Ghana, namely, the use of media platforms (TV and radio) and socio-entertaining strategies. In addition to traditional media, this study argues that the NPC should utilise modern media, such as social media and the Internet, for peace education. If utilised, these two media forms would reach a much larger audience and could be used to prevent conflict in Ghana.

Theoretical and political implications of agonistic peace for decolonising peace education

ABSTRACT Discussions on the importance of decolonising peace education have become prevalent in recent years with continuing presence of coloniality and Eurocentrism in peace education coming under sustained critiqued. In this article, we contribute to discussions on decolonising peace education by bringing it together with the notion of agonistic politics, and specifically the concepts of agonistic peace and agonistic decolonisation. Through drawing on two common peace education programmes in the South African context, namely Facing History Facing Ourselves and Peace Clubs, we explore the potential that the concepts of agonistic peace and agonistic decolonisation offer to enrich debates on decolonising peace education. We argue that the analysis of these programmes through the lens of these concepts holds important theoretical and political implications for conceptualising peace and peace education as it enables one to understand these as open-ended and dynamic, alluding to the presence of alternative epistemologies and ontologies of peace that are entangled with politics that challenge Eurocentrism’s (supposed) universalism. This, we suggest, is vital for understanding the decolonisation of peace education as a long and complex process, rather than a one-off event.

The role of civil society organizations in deconstructing ethnopolitical conflict narratives through peace education: lessons from the Northern Region of Ghana

ABSTRACT The collective adherence to contradictory conflict narratives has underpinned the intractable ethnopolitical conflicts that have occurred in the Northern Region of Ghana. Changing the conflict narratives that perpetuate ethnopolitical conflicts in the region through peace education is a prerequisite for any meaningful peacebuilding. Consequently, the study examined how civil society actors use peace education to deconstruct negative conflict narratives in the region. The study is qualitative and relied on both primary and secondary data sources. Primary data was obtained through in-depth interviews with 20 participants. The data was analyzed using an inductive-deductive thematic analysis approach with the aid of NVivo 12 software. The study found that civil society organizations’ (CSOs) peace education programs create awareness, facilitate mutual understanding, and engender values of human rights, non-violence moves to conflict resolution, reconciliation, and trust-building. Peace educational activities by CSOs, whether direct or indirect, and whether in educational settings or the community, are essential in changing the socio-psychological infrastructure that perpetuates a culture of violence. It is proposed for broader engagement with CSOs for the initiation and implementation of context-specific peace education programs to help deconstruct the conflict narratives that perpetuate identity conflicts in some parts of Ghana.

Peacebuilding in Mali through photovoice

ABSTRACT What began in 2004 as a peace education program anchored in the Ciwara community school in the town of Kati just outside the capitol city of Bamako has become a longer-term peacebuilding project now located in camps for internally displaced persons in Mali. This project has been led by students and faculty from the Institut Universitaire pour Technologie of the Université des Lettres et des Sciences Humaines de Bamako, in partnership with students and faculty in the Residential College in the Arts and Humanities of Michigan State University. Together they have created Cours Collaboratifs Éducation à la Paix whose primary activity thus far has been a peace building project through photovoice. The project in these camps for internally displaced persons is designed to empower Malian university student mentors and their young mentees. Mentors and mentees are assisted by professional Malian photographers, staff from several national and international non-governmental organizations, and Michigan State University students and faculty using a video conferencing software. This essay describes the evolution of the CCÉP photovoice project, some of the ethical and political challenges we have encountered, and its potential for future everyday peacebuilding dialogs.

Community Based Peace Education for Youths and Adults: A Panacea for Conflict Prevention and Peace Building in Nigeria

Conflict and insecurity has become major social problems constraining the socio-economic and political progress of multi-ethnic society like Nigeria. Conflict prevention and peace building become a global challenge. Education has been described as an instrument for conflict prevention and peace building in the contemporary peace building efforts of the world. This paper draws attention to the possible ways of preventing conflict and peace building using Community Based Peace Education (CBPE) programme for Youths and Adults in Nigeria. The paper finally suggests that the promotion of good inter and intra groups’ relationship as well as a well-designed CBPE programme for youths and adults should be integrated into the educational system of the country for conflict prevention, peace building and national security in Nigeria. So also, more efforts should be intensified in promoting education for youths and adults and redesigning their curriculum, primers and other materials to promote non-violence culture of peace, tolerance and integrity, gender equity and active citizenship for peace and national unity in the country.

Traditional Peace Education and its Conflict Prevention Role among Indigenous Ghanaian Societies

Among the varied United Nations (UN) conflict containment templates, the ‘Peace Education’ concept is of relative novelty. Nonetheless, it has proven to be an effective conflict prevention tool at all societal levels. However, long before its official acceptance as a conflict prevention mechanism by the UN, traditional peace education had deep roots in Africa where parents and society have consciously thought the youth the essence of peaceful coexistence. In particular, Ghanaian children at their early stages through to adulthood are taken through lessons of several virtues at home that include love, togetherness, equality, fairness, tolerance, forgiveness, hospitality, reconciliation, and the fear of God, amongst others in terms of peace education. This study examined the conflict-preventive role of traditional peace education in Ghana. Accordingly, the study used an exploratory mixed-method approach to seek the views of 30 participants qualitatively and 1456 respondents quantitatively. It also relied on the content analysis of secondary and tertiary sources using sociological and historical approaches. The findings are that peace education via both formal and informal channels has become a key conflict prevention tool of the United Nations, and peace education has the potential and prospects of preventing conflicts in the 21st Century. Further, Ghana is recognized globally as one of the most peaceful countries in the world as largely attributed to its adherence to traditional home-grown lessons on peace education. Following challenges regarding the fullscale implementation of both formal and informal peace education in Ghana, the paper amongst others recommend that peace education programs should be incorporated into the regular school curriculums, with the total commitment of the government in terms of implementation and funding. Moreover, to prevent conflicts at the local level, there is a need to build the capacities of communities in terms of knowledge and skills in peace education.

Building social capital through encounter-based peace education: how Pakistani youth sustain motivation for peacebuilding and social cohesion

ABSTRACT Encounter-based peace education programmes promote social cohesion and motivate youth to become peacebuilders. However, participants struggle to sustain these transformations in conflict contexts. This article draws from interviews and focus groups with alumni from four programmes that brought Pakistani youth to the US and other sources to examine these participants’ long-term transformations. It argues that the programmes’ emphasis on service-oriented activities led to participants’ motivation to improve their communities because of the social capital built through these programmes. Connecting with strangers across conflict differences also resulted in participants’ increased openness towards opposing groups. Consequently, alumni implemented projects to benefit their communities in Pakistan but were often unable to explicitly promote social cohesion because of sociopolitical constraints. Despite these challenges, the programmes emphasising community action in the US and in Pakistan increased participants’ peacebuilding motivation and helped youth to maintain it as their projects reinforced their attitudinal transformations promoting social cohesion.

Social Marketing Communication of Peace Education Program by Peace Generation Indonesia

Indonesia is a multicultural country that every year has reports of increasing rates of intolerance and a high potential for conflict. So that peace education is needed to prevent it. Peace Generation Indonesia or PeaceGen is a Non-Government Organization (NGO) working in the field of peace based in Bandung. The activities they do include the development of peace training through creative media and game-based learning, creating peace learning media, and activating peace content. PeaceGen has also produced more than forty thousand Agents of Peace (AoP) to spread peace. This study aims to find out the social marketing communication activities carried out by Peace Generation by reviewing and analyzing program design, promotion mix implementation, utilization of the “AoP Journey” digital platform, and the role and ability of the Agent of Peace Coordinator in fostering relationships with the Agents of Peace. This research uses qualitative methods and a case study approach. The results of the study show that the marketing communication carried out by Peace Generation seeks to produce peace education using collaborative programs and collective actions to create a peace-loving society. However, the use of digital platforms in their activities still allows for technological gaps.