The effect of religious education on students’ participation in peacebuilding initiatives in Jos South LGA, Plateau State
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- NGN 5000
Background of the Study
Religious education, with its emphasis on moral values and social responsibility, is increasingly recognized as a catalyst for promoting peace and reconciliation. In Jos South LGA, Plateau State, religious teachings integrated into the school curriculum are designed to nurture a sense of community, tolerance, and active participation in peacebuilding initiatives. The ethical foundations provided by religious instruction—centered on empathy, respect, and forgiveness—equip students with the tools necessary for resolving conflicts and engaging in constructive dialogue (Onyema, 2023). Through classroom discussions, group projects, and community activities, students are encouraged to internalize values that support peaceful coexistence and collaborative problem‐solving. Moreover, the curriculum often draws on historical and religious narratives that exemplify reconciliation and unity, thereby reinforcing the importance of peace in daily life (Afolabi, 2024). In a region marked by religious and ethnic diversity, the role of education in bridging social divides is particularly critical. Recent research has highlighted the potential for religious education to mitigate tensions by fostering mutual understanding and respect among young learners (Okoro, 2025). Nevertheless, despite these promising theoretical linkages, there is a notable gap in empirical studies that directly assess the impact of religious education on active participation in peacebuilding. The current literature predominantly focuses on the general benefits of moral education without exploring its specific application in conflict resolution. This study seeks to address this gap by investigating how religious education influences students’ willingness to engage in peacebuilding initiatives. It will explore the mechanisms by which religious values are internalized and manifested in proactive efforts to promote peace, thereby providing evidence‐based recommendations for curriculum design and community programs (Ibrahim, 2023).
Statement of the Problem
Although the potential of religious education to promote peace and unity is widely acknowledged, there is a lack of comprehensive research on its direct impact on students’ participation in peacebuilding initiatives in Jos South LGA, Plateau State. While religious teachings are designed to nurture ethical behavior and social responsibility, observable instances of communal tension suggest that the theoretical benefits of such education may not always translate into active peacebuilding behaviors (Eze, 2023). Moreover, external influences—such as historical conflicts, socio‐political dynamics, and intergroup differences—can further complicate the relationship between religious instruction and practical engagement in peace initiatives. This gap in research poses significant challenges for educators and community leaders seeking to harness educational strategies for conflict resolution. Without targeted empirical evidence, it remains unclear whether the moral lessons imparted through religious education effectively inspire students to participate in peacebuilding efforts. This study, therefore, aims to systematically investigate how religious education influences students’ readiness to engage in initiatives that promote reconciliation and social cohesion. By examining both the direct effects and the moderating impact of external factors, the research intends to provide actionable insights that can inform educational policy and program development. Ultimately, this inquiry will contribute to a deeper understanding of how to leverage religious education to foster a culture of peace and unity in a region marked by diversity and occasional discord (Uche, 2024).
Objectives of the Study:
1. To investigate the impact of religious education on students' participation in peacebuilding initiatives.
2. To evaluate the role of religious teachings in fostering a culture of peace and reconciliation.
3. To identify factors that influence the effectiveness of religious education in promoting peacebuilding.
Research Questions:
1. How does religious education affect students’ participation in peacebuilding initiatives in Jos South LGA?
2. What religious values are most effective in encouraging peacebuilding behaviors?
3. What external factors influence the relationship between religious education and peacebuilding participation?
Research Hypotheses:
1. H1: Religious education positively influences students’ participation in peacebuilding initiatives.
2. H2: Students exposed to religious teachings demonstrate a greater commitment to peace and reconciliation.
3. H3: Socio‐political factors moderate the effect of religious education on peacebuilding participation.
Significance of the Study
This study is significant as it explores the role of religious education in promoting active participation in peacebuilding initiatives among primary school students in Jos South LGA. The findings will provide valuable insights for educators, policymakers, and community leaders aiming to foster a culture of peace and reconciliation. By identifying effective religious principles and external influences, the research offers practical recommendations for curriculum development and conflict resolution strategies. Ultimately, the study contributes to the broader effort of creating a harmonious and united society (Onyema, 2023).
Scope and Limitations of the Study:
This study is limited to examining the effects of religious education on students’ participation in peacebuilding initiatives in primary schools within Jos South LGA, Plateau State. It focuses exclusively on this context.
Definitions of Terms:
1. Religious Education: Instruction that incorporates religious values and moral principles into the curriculum.
2. Peacebuilding: Activities and initiatives aimed at promoting reconciliation and reducing conflict.
3. Participation: Active involvement in initiatives and activities contributing to common goals.
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