Impact Analysis on Fundamentals of Peace Education (FPE101)

This research explored the impact of the Fundamentals of Peace Education 101(FPE101) course on the graduates of the College of Education (CED) program at Mindanao State University – Sultan Naga Dimaporo (MSU-SND) covering Academic year 2024-2025. It aimed to describe the respondent’s profile which is gender and assess their perception of the FPE101 course, determine its impact on interpersonal relationship, professional ethics, interfaith beliefs and environmental ethics, and examine the possible link their demographic profile and the course’s outcomes. The study utilized a descriptive-correlation design, with a structured questionnaire as the main data-gathering tool. Respondents were chosen through purposive sampling and the data were treated using frequency percentage, weighted mean, and chi-square and spearman rank tests. Results showed that the respondents had a generally favorable perception of FPE101 acknowledging its role in promoting peace-oriented values, ethical practice, religious tolerance and environmental responsibility. The course significantly contributed to their personal growth and professional development. Furthermore, statistical analysis revealed notable association between certain demographic characteristics and the perceived influence of the course. In conclusion, FPE101 stands as a vital component of the CED curriculum as it develops future educators who embody peace-centered values and practices essential for fostering harmony within schools and communities. Strengthening its implementation through more practical activities and innovation teaching approaches is recommended to maximize its long-term impact.

Peace education, Interpersonal Relationship, Professional ethics, Interfaith Beliefs, Environmental Ethics.

1. Ahmed, Y., Taha, M. H., Al-Neel, S., & Gaffar, A. M. (2019). Students’ perception of the learning environment and its relation to academic performance. International Journal of Medical Education, 10, 27–34. https://doi.org/10.5116/ijme.5af0.1fee [Google Scholar] [Crossref]

2. Banks, J. A. (2020). Cultural diversity and education: Foundations, curriculum, and teaching (7th ed.). Routledge. https://doi.org/10.4324/9781315622255 [Google Scholar] [Crossref]

3. Darder, A. (2020). The student guide to Freire’s pedagogy of the oppressed. Bloomsbury Academic. https://www.bloomsbury.com/uk/student-guide-to-freires-pedagogy-of-the-oppressed-9781474255639/ [Google Scholar] [Crossref]

4. Epstein, J. L. (2020). School, family, and community partnerships: Preparing educators and improving schools (3rd ed.). Routledge. https://doi.org/10.4324/9780429494673 [Google Scholar] [Crossref]

5. Gay, G. (2021). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press. https://eric.ed.gov/?id=ED581130 [Google Scholar] [Crossref]

6. Harris, I. M., & Morrison, M. L. (2021). Peace education (4th ed.). McFarland and Company. https://www.amazon.com/Education-Revised-Harris-Morrison-Paperback/dp/B010WHZNEI [Google Scholar] [Crossref]

7. Khanal, P. (2023). Gender roles and social expectations in education. International Journal of Social Sciences and Educational Studies, 10(2), 45–53. https://ijsses.tiu.edu.iq/ [Google Scholar] [Crossref]

8. Kilag, O. K. T., Mambaje, O. C., Rabi, A. A., Uy, J. C., Miñoza, E. G., & Padilla, J. B. G. (2023). The practice of peace education: Applied research on peace education in the twenty-first century. Journal of Higher Education and Academic Advancement, 1(2). 10.5897/ERR2023.4372 [Google Scholar] [Crossref]

9. Makarova, E., and Birman, D. (2021). The role of emotional intelligence and communication in peace education. Journal of Peace Education, 18(3), 233–245. 10.1080/17400201.2021.1963219 [Google Scholar] [Crossref]

10. Mayke. (2022). Students’ perception and learning engagement in higher education. International Journal of Educational Research and Development, 8(1), 15–22. 10.47408/jldhe.vi23.838. [Google Scholar] [Crossref]

11. Miñoza, E. G. (2023). Peace education and social responsibility among university students. Journal of Educational Studies and Development, 5(1), 55–67. https://pdfs.semanticscholar.org/0175/dde030f09389dac6b49248e3abf875e9fa1a.pdf [Google Scholar] [Crossref]

12. Mindanao State University System Administration. (2022). Fundamentals of Peace Education training manual. Mindanao State University System. https://www.coursehero.com/file/82524148/MODULE-1pdf/? [Google Scholar] [Crossref]

13. Parveen, S., and Ahmad, N. (2022). Peace education in teacher training programs and its impact on future educators. Journal of Peace Education, 19(2), 205–225, https://www.tandfonline.com/journals/cjpe20? [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study