Integrating Peace Education and Sustainable Development: A Case Study on Building Social Cohesion among University Students in Post-Conflict Sri Lanka

Abstract

The post conflict environment in Sri Lanka remains to face problems of reconciliation, social cohesion and sustainable development. Peace education has been introduced in the higher education context, but there is limited research on the impact of peace education in changing students’ perceptions and in promoting inclusive practices. Thus, this study fills the gap by exploring the impact of peace education on social cohesion and sustainable development among the students of the peace studies field of study at Kelaniya University with the primary aim of investigating the impact of peace education on the understanding of social inclusion and sustainable development among peace studies students of Kelaniya University. In addition, the research had two specific aims: to find out what has worked and what has not in embedding peace education in wider development pursuits; and to discover the stories of peace students about reconciliation and community involvement. Qualitative case study design was used in this study, and the peace studies programme of Kelaniya University was used as a case study. Primary and secondary data was gathered, where primary data was collected through in-depth interviews, focus group discussions and secondary data was collected from different literary sources. To this end, a narrative analysis was employed to learn about personal stories and personal experiences, and highlight how students make sense of peace, sustainability and social cohesion. Results indicated that through peace education, critical awareness of reconciliation and inclusive and sustainable development is created. Students demonstrated their ability to describe transformation, using language and focusing on empathy, intercultural dialogue, and community responsibility. But there were challenges regarding the inadequate institutional support for peace education translation to community-based activities, and the conflict post context between theory and practice in Sri Lanka. Moreover, the study reveals that peace education is one of the major components that can contribute to social cohesion and the sustainable development in Sri Lanka’s post conflict situation. Stories of empathetic and inclusive understanding can help universities to become catalysts for reconciliation. Strengthening of the institution and integration with community-based development project is recommended to improve the effect of peace education.