M Nurul Ikhsan Saleh, Farida Hanum, Rukiyati
This study investigates the implementation of peace education as a strategy for addressing conflict nonviolently in high schools, focusing on the experiences and perspectives of educators and students in creating inclusive learning environments. Employing a qualitative case study design, the research was carried out in three high schools in Yogyakarta Province, Indonesia. Data were collected through in-depth interviews with principals, teachers, staff, and students, using a snowball sampling technique to identify participants with relevant insights. Data analysis applied thematic coding supported by Excel-based tabulation to identify patterns and themes. The findings highlight several nonviolent conflict resolution strategies embedded in peace education, including dialogue-based communication, principles of nonviolence, root cause analysis, personal and group interventions, and the Child Friendly School (CFS) framework. Contributing factors to conflict such as hierarchical seniority, social group divisions, and family-related pressures were also identified. The study emphasizes the importance of developing students’ social and emotional competencies such as empathy, communication, mediation, reflection, and emotional regulation as foundations for a culture of peace. The research concludes that a multidimensional approach integrating policy, social support, and personal development is crucial, and recommends embedding peace education within curricula, teacher training, and inclusive school practices. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Graduate School, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Islamic Education Study Program, Universitas Islam Indonesia, Yogyakarta, Indonesia; Department of Education, Philosophy, and Sociology, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
