This study synthesises evidence on peace education curricula implemented in territories affected by armed violence, examining their contribution to social reconstruction, reconciliation, civic competencies and social cohesion. This study aims to identify dominant pedagogical approaches, curricular components, evaluation strategies, key actors and documented outcomes, addressing the theoretical and methodological dispersion that limits cumulative knowledge and long-term impact assessment.
A systematic literature review was conducted following PRISMA 2020 guidelines. Searches in Scopus and Web of Science produced 234 records, from which 40 studies met predefined eligibility and quality criteria. A qualitative synthesis was applied to analyse pedagogical models, curricular integration strategies, methodological designs and stakeholder participation across peace education initiatives in violence-affected contexts.
The review shows a predominance of civic education, peacebuilding and cross-curricular integration approaches. Qualitative methods, especially interviews and case studies, are most common. Teachers, students, families and communities play central roles, while curriculum fragmentation and limited longitudinal evaluation constrain evidence on sustained educational and social impact.
This study offers an integrative synthesis of a fragmented research field by articulating pedagogy, curriculum, assessment and social participation. It provides a coherent analytical framework that supports more systematic design and evaluation of peace education initiatives in conflict-affected territories.
