The Role of Education in Promoting Peace and Conflict Resolution in KPK, Pakistan

Abstract

This comprehensive study investigates the role of education in promoting peace and conflict resolution in Khyber Pakhtunkhwa (KPK), Pakistan. Drawing on various strands of research, it explores the connections between educational perceptions, institutional measures, socio-economic factors, and stakeholder perceptions. The study involves a diverse sample of 600 participants, including students, faculty, and parents affiliated with higher education institutions in KPK. The reliability analysis demonstrates the internal consistency of the constructs, and the mean and standard deviation values provide insights into participants' responses. Correlation analysis reveals strong positive relationships between perceptions on educational curricula, institutional measures for peace, and stakeholder perceptions. The structural model assessment indicates a significant impact of educational perceptions and socio-economic factors on stakeholder perceptions. The study's findings have implications for policymakers and educational institutions in KPK, suggesting the importance of inclusive curricula, active peace-building measures, and addressing socio-economic disparities in promoting a positive educational environment. However, the study acknowledges limitations, such as its cross-sectional nature, and suggests avenues for future research, including longitudinal designs and comparative studies across regions. In conclusion, this research contributes valuable insights into the complex dynamics of education, peace-building, and socio-economic factors in KPK, enriching the understanding of how these elements interact and influence stakeholders' perceptions.