Re-imagining integrating peace education into pre-service teacher training at an open distance e-learning institution

Abstract

Background: In South Africa, school violence is a disturbing issue affecting the attainment of education objectives, begging for a solution because it compromises students’ and teachers’ safety. Integration of peace education into pre-service teachers’ training will provide them with the needed knowledge, skills and values needed to promote peace.
Aim: This study explores the integration of peace education into the pre-service teacher training programme at an open distance e-learning institution of higher learning in South Africa using the integrative theory of peace.
Setting: The study took place at an open distance e-learning institution of higher learning in South Africa with a focus on academics.
Methods: The study adopted a qualitative research approach. Six university academics were purposefully selected using semi-structured interviews. Data analysis and interpretation were carried out thematically.
Results: We found a growing recognition of integrating peace education into teacher training programmes. However, a lack of trained faculty lecturers, limited resources, curriculum overload, resistance to change and a lack of a guiding framework, among others, were found to be the major setbacks.
Conclusion: Overcoming the challenges with relevant interventions should be prioritised for the integration of peace education to achieve its goals. Managing both the institutional and structural challenges will also foster the successful integration of peace education in teacher training programmes within open distance e-learning institutions.
Contribution: This study shows that teacher training programmes need better support, resources and policies to include peace education. This will help create a more peaceful school environment in South Africa.