This study investigates the transformative role of stakeholder education in conflict-affected tourismlandscapes, focusing on Nagaland, Northeast India. Utilizing an interpretative phenomenological analysis(IPA) approach, this research draws on in-depth interviews with local tourism stakeholders, includingguides, homestay operators, and cultural facilitators, to explore how education reshapes narratives,fosters intercultural understanding, and promotes peacebuilding in regions historically misrepresentedas remote or unsafe. The findings reveal that education enables tourism professionals to act as culturalambassadors, dismantling entrenched stereotypes and bridging communication barriers through storytelling,digital platforms, and experiential encounters. Festivals such as the Hornbill Festival serve asliving classrooms, where shared learning and identity negotiation build mutual respect and resilience.Respondents consistently highlighted education not merely as a tool for skill development but as avehicle for cultural diplomacy and bottom-up peacebuilding, culminating in the idea of educationas-andragogy in tourism. By positioning tourism as a relational and educational process, this studycontributes to the discourse on sustainable tourism and the narrative justice. This aligns closely with theUnited Nations Sustainable Development Goals, particularly SDG 4 (Quality Education) and SDG 16(Peace, Justice, and Strong Institutions), affirming that inclusive education and stakeholder empowermentare pivotal in fostering sustainable development and long-term peace in conflict-affected regions.The insights from this study offer valuable guidance to destination management organizations andpolicymakers in addressing gaps in tourism planning and policy formulation in conflict-prone areas.
Sinha et al. (Thu,) studied this question.