This article explores the transformative potential of peace education in post-conflict contexts through a comparative analysis of Rwanda and Sierra Leone. Drawing on positive peace theory, the capability approach, and decolonial perspectives, it examines how education systems both contributed to historical conflicts and were later mobilised to foster reconciliation, social cohesion, and human flourishing. Employing a qualitative comparative case study design, the study analyses programme governance, curriculum content, pedagogical approaches, and the role of ICT in expanding access and participation. Findings reveal that both countries adopted hybrid strategies combining top-down state initiatives with bottom-up community engagement but differed in emphasis: Rwanda prioritised reconciliation and non-formal programmes, whereas Sierra Leone focused on systemic inclusion within formal education. Persistent colonial legacies, structural inequalities, and limited higher education engagement constrain the transformative potential of these initiatives. The paper argues that effective peace education requires integrating three interrelated pillars—educational innovation, human flourishing, and decolonised knowledge systems—to move beyond conflict prevention toward societal transformation. When applied across formal and non-formal education, this approach can cultivate culturally grounded, capable citizens and support the development of sustainable peace in post-conflict societies.
Yi Yu (Fri,) studied this question.
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