Educating for Peace
mediation and holistic teacher training
DOI:
https://doi.org/10.24310/cpe.1.2.2026.23082Keywords:
Teacher education, Curriculum, Critical thinking, Cooperative learning, Culture of peaceAbstract
Considering the educational challenges of the 21st century -driven in particular by the emergence of intelligent machines and artificial intelligence - a change seems to be required that directly addresses teachers, who play a crucial role in the construction of meaningful identities. From an intersectional perspective, we consider it necessary to rethink teaching practices, which are still focused on curriculum fragmentation, content memorization, and the implementation of standardized exams, to move toward more integrative and critical educational approaches (author, 2025).
For this reason, we advocate for meaningful, situated, and collaborative learning that promotes a pedagogy of care as a shared space for the collective construction of knowledge oriented toward fostering a culture of peace. In this sense, we seek to make visible collective educational spaces that generate knowledge through collaboration and peer learning, dialogue in diversity, and social commitment to an education engaged with social justice.
In particular, the training programs offered by the center we present highlight emancipatory educational practices that recognize cultural diversity, safeguard nature, and foster students’ critical awareness, promoting care as a form of resistance that redefines the teaching role as an agent of social change. In this way, we aim to disseminate institutional educational narratives that encourage the development of critical consciousness oriented toward the projection of a shared future grounded in solidarity and peace.
Thus, we advocate for public education that restores its ethical and political meaning in defense of human rights and eco-sustainable practices. Likewise, we call for comprehensive and continuous teacher education capable of generating transformative learning environments, moving away from market-driven logics centered on performance evaluation and compartmentalized content, and instead oriented toward students’ full participation in their own learning process.
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