Peace Education and Peer Mediation: A Comparative Approach to Conflict Resolution Lesson from Selected Countries

2025-06-02T21:26:20+00:00

Peace education and peer mediation are two vital strategies employed to foster conflict resolution, promote social cohesion, and build a culture of peace, particularly among youth. In response to increasing global conflicts and violence, international organizations such as the United Nations (UN) and UNESCO have advocated for the integration of peace education into national curricula, especially in post-conflict regions. This paper explores the roles of peace education and peer mediation in conflict resolution, examining their theoretical underpinnings, implementation in various contexts, and effectiveness in promoting lasting peace. Theoretical frameworks underpinning peace education include the Transformative Learning Theory, which emphasizes the transformation of individuals' worldviews and behavior toward peace, and the Conflict Transformation Theory, which highlights the need to address the underlying causes of conflicts rather than just resolving surface-level issues. Peer mediation, on the other hand, is grounded in the Social Learning Theory, focusing on the development of conflict resolution skills through role modeling and experiential learning. Both approaches are critical in shaping peaceful societies by equipping individuals with the skills necessary to navigate conflicts constructively. The discussion highlights global approaches to peace education and peer mediation, emphasizing case studies from countries like Rwanda, Northern Ireland, and Israel, where these strategies have been successfully implemented in schools and communities. Peace education fosters long-term societal change by promoting tolerance and understanding, while peer mediation empowers youth to manage interpersonal conflicts. The paper also explores the complementary nature of these strategies, with peace education providing a foundational understanding of conflict dynamics and peer mediation offering practical solutions at the interpersonal level. In conclusion, the integration of peace education and peer mediation into educational curricula and community programs is essential for sustainable peacebuilding. Recommendations for stakeholders include governments establishing supportive policies, educational institutions implementing comprehensive programs, and communities engaging in collaborative peacebuilding efforts. The research recommends that stake holders should prioritize these strategies, so as to create environments conducive for peace, leading to the development of resilient, conflict-resilient societies.

Key words: Peace Education, Peer Meditation, conflict resolution

Received Date: April 26, 2024 Accepted Date: May 17, 2025 Published Date: June 01, 2025

Available Online at https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/382

National Wealth and Gender Inequality in Entrepreneurship: A Paradox in High-Income Economies

2025-06-22T18:17:26+00:00

This article investigates a paradox identified in the Global Entrepreneurship Monitor (GEM) 2024/2025 data: despite having more developed institutions and greater national wealth, high-income economies often exhibit wider gender gaps in entrepreneurial participation than their lower-income counterparts. Using comparative data from 51 countries, the study analyzes two key indicators—Total Early-stage Entrepreneurial Activity (TEA) by gender and national expert assessments of women’s access to entrepreneurial resources. The results show that nine of the fourteen widest gender gaps in TEA are found in high-income economies, many of which also rate poorly in perceived resource access for women. In contrast, some middle- and low-income countries demonstrate narrower gender disparities, often attributed to necessity-driven entrepreneurship and informal support mechanisms. Grounded in institutional theory and feminist economics, this research highlights the disconnect between formal inclusion and functional equity, arguing that policies framed as gender-neutral may fail to address systemic barriers. The paper calls for equity-based policy interventions—such as gender-lens investment, dedicated mentorship platforms, and targeted support—that can correct for deeply embedded social and institutional biases. Ultimately, the study contributes to both theoretical and policy debates by underscoring the need for context-sensitive, inclusive entrepreneurial ecosystems.

Keywords Gender inequality, entrepreneurship, high-income economies, institutional theory, feminist economics, access to resources, Global Entrepreneurship Monitor

International Journal of Scientific Research and Innovative Studies

Peace Education and Peer Mediation: A Comparative Approach to Conflict Resolution Lesson from Selected Countries

National Wealth and Gender Inequality in Entrepreneurship: A Paradox in High-Income Economies