Abstract

The integration of peacebuilding principles into education has gained prominence, particularly in post-conflict regions like the Kurdistan Region of Iraq (KRI). This study examines the impact of pedagogy modules on peacebuilding within KRI's higher education system. While global peace education programs vary, the unique socio-political context of Kurdistan necessitates a localized approach. Despite the mandatory implementation of these modules for educators since 2019, there is a research gap in assessing their effectiveness in fostering peace. This qualitative study explores how these pedagogy modules contribute to peacebuilding initiatives and whether augmenting them with additional concepts could enhance their impact. Through in-depth interviews with educators, the study uncovers both the strengths and limitations of the current approach. The findings aim to inform educational policies and practices, supporting the creation of a more peaceful, tolerant, and inclusive society in the KRI. This research holds significance for educators, policymakers, and curriculum developers, providing insights into the transformative role of education in peacebuilding.