Designing an Educational Model for Promote Peace through History Education

Document Type : Original Article

Authors

1 Assistant Professor, Department of Educational Sciences, Farhangian University, P.O. Box 889-14665, Tehran, Iran

2 Official Secretary of Education, Master of Curriculum Studies, Shahid Rajaee University

10.48310/rhe.2026.22747.1193

Abstract

Background and Objectives: Traditional history education emphasizes knowledge transmission and memorization, often overlooking the development of human understanding and peace oriented thinking. Methods: Using a qualitative phenomenological approach, the research integrated the theoretical perspectives of history scholars and the practical experiences of teachers. The participants included 15 history professors and teachers selected purposively based on experience and competence in peace focused education. Data were collected through semi structured interviews, validated through member checking, and analyzed using Braun and Clarke’s six phase thematic framework. Instrument validity was confirmed by CVR, CVI, and convergence with related studies, while reliability was ensured through repeated coding and independent analysis by two additional coders. Findings: Analysis revealed five main themes historical reflection, understanding cultural differences, critical dialogue, social empathy, and peaceful action along with 25 subthemes. Emphasizing these dimensions transforms history learning from rote memorization into deeper processes of analysis, critique, interpretation, and application to daily life. Conclusion: The proposed educational model can be incorporated into school and university curricula to cultivate responsible, participatory, and peace loving citizens, thereby positioning history education as a foundation for sustainable peace and human understanding

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Research in History Education
Volume 6, Issue 2 - Serial Number 30
September 2025
Pages 43-78

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History

  • Receive Date: 30 April 2025
  • Revise Date: 22 May 2025
  • Accept Date: 24 June 2025

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