Learning through Workshops: A Reflective Evaluation in Action Research

Education is an effective instrument that can transform mindsets, and workshops as an educational tool offer participatory spaces where such transformation can take root and flourish. Through a qualitative research approach, this paper aimed to investigate the impact of implementing educational for peace workshops in action research. Children residing in KwaZulu-Natal aged 12 to 15 years were engaged, and a variety of strategies, such as role plays and videos, were used to involve them in the research process. Through thematic analysis, the findings revealed that by establishing ground rules and using creative tools, the workshops offered a safe space that allowed participants to connect and share their lived experiences. Subsequent findings showed that indigenous knowledge systems had the potential to bring about community change. Further analysis revealed that successful workshops also require prior training, ground rules and flexibility. The investigation also uncovered, in the end, a change in the participants’ attitude and some form of collaboration and understanding. These findings highlight the transformative potential of children as active participants in action research learning environments. By positioning workshops not merely as data collection tools but as platforms for child-led reflection and collaborative knowledge creation, the study advances a more inclusive and generative approach to action research. It offers new insights into how children’s voices, when centered in peacebuilding processes, can reshape evaluation practices. As a result, it is recommended that more education on peace strategies be implemented for both children and adults in South Africa.