Interpretive structural modeling of the dimensions of "peace education" at the first secondary level
Subject Areas : EducationAbbas Noorabadi 1 , افسانه صابر گرگانی 2 * , نرگس کشتی آرای 3 , Sharara Habibi 4
1 - Department of Educational Sciences, Ro.C., Islamic Azad University, Roudhen, Iran.
2 - Assistant Professor, department of Educational Sciences, Ro.C., Islamic Azad University, Roudhen, Iran
3 - Associate Professor, Department of Educational Sciences, Isf.C., Islamic Azad University, Isfahan, Iran
4 - Assistant Professor, Department of Educational Sciences, Ro.C, Islamic Azad University, Roudhen, Iran
Keywords: Peace Education, Peace, Education Course, Secondary Level, Interpretive Structural Modeling,
Abstract :
Introduction: Peace education is a multi-dimensional approach that seeks to foster a culture of peace through various educational methods and practices. The importance of peace education in response to global conflicts, social inequities, and the urgent need for social reconciliation noted, showing it as a vital component of contemporary education systems. The purpose of this research is to identify and level the dimensions of "peace education" at the first secondary level.
Research Methodology: In terms of purpose, this study is practical and in terms of data collection, it is a mixed-exploratory study. In the qualitative part, the dimensions of "peace education" at the first secondary level were identified using interviews with experts and university professors in the field of curriculum planning and educational management. In this section, the sampling was purposeful and continued until theoretical saturation was reached to achieve data sufficiency (10 interviews). In the quantitative part, the leveling of the dimensions of "peace education" done through the interpretative structural modeling method.
Findings: Based on the findings of the qualitative section, 294 basic themes analyzed and categorized into 92 organizing themes, and finally ten dimensions of "peace education" extracted. The dimensions of "peace education" at the first secondary level include educational content, student's role, context, purpose of the educational course, teaching method, evaluation, support of education planners and policy makers, awareness raising to parents and teachers who want peace, cultural, artistic and social activities of schools. Also, based on the results of interpretative structural modeling, the most dependence was in the dimensions of assessment and pacifist teachers. The dimensions of the school context and student's role had the least dependence and the most influence. It was also determined that the variables of informing parents, evaluation and pacifist teachers, dependent variable and context variables, student role, educational course objective and educational content were independent variables.
Conclusion: Peace education at the secondary level is influenced by the school context and the role of students. Accordingly, it is essential to take measures to improve the school environment and enhance student education.
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