Terrorism is a global challenge that has profoundly affected many countries, including Pakistan, where Khyber Pakhtunkhwa has been the most severely impacted province. Among all sectors, education has suffered significant disruption, and the once-stable Pashtun society has been destabilized, creating fear, insecurity, and social fragmentation. Terrorism has not only damaged infrastructure but also weakened social cohesion, trust, and peaceful coexistence among community members. This study explores teachers’ perceptions regarding the impact of terrorism on Pashtun society and examines the need and role of peace education in promoting peace in affected areas, including how peace education fosters social harmony. The study also explored the role of teachers in promoting peace in terrorism-affected areas. The population consisted of 200 randomly selected secondary school teachers from Malakand and Swat districts (100 teachers from each district). A quantitative research design was employed, and data were collected using a five-point Likert scale questionnaire. Descriptive statistics were analyzed using SPSS. Findings reveal that terrorism has significantly disrupted Pashtun society, while teachers strongly support the implementation of peace education. The study highlights the crucial role of teachers in promoting peace, tolerance, and social cohesion, concluding that peace education can mitigate violence and help rebuild resilient and harmonious communities in terrorism-affected areas.
Khalil Ur Rahman (Tue,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: