Integrating Peace Education in Higher Education Curricula: A Systematic Review of Institutional Policies, Strategies, and Practices

Abstract

This study systematically reviews existing literature on the integration of peace education in higher education curricula, focusing on institutional policies, curricular approaches, implementation practices, and educational outcomes. Using a systematic review methodology, relevant studies published between 2020 and 2025 were identified from major academic databases, including Scopus, Web of Science, ERIC, and Google Scholar. The selected studies were analyzed using thematic synthesis aligned with four key areas: policy frameworks, instructional strategies, institutional implementation, and outcomes related to inclusive and lifelong learning.
Findings indicate that while strong international and national policies support the integration of peace education, implementation across higher education institutions remains uneven. Institutions employ diverse curricular approaches, including stand-alone courses and interdisciplinary integration, supported by participatory and transformative pedagogies. However, implementation is often fragmented and dependent on institutional commitment and faculty capacity. Despite these challenges, peace education demonstrates significant positive outcomes, including the development of empathy, critical thinking, intercultural understanding, and civic engagement, which contribute to inclusive and lifelong learning.
The study highlights the need for stronger alignment between policy and practice, enhanced institutional support, and sustained efforts to integrate peace education systematically in higher education.