An appraisal of religious education’s role in promoting peaceful dialogue in multiethnic schools in Kaduna North LGA, Kaduna State
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Background of the Study
In multiethnic environments, the role of religious education extends beyond spiritual formation to include the promotion of peaceful dialogue and intercultural understanding. In Kaduna North LGA, where diverse ethnic groups converge, religious education has been posited as a critical medium for fostering tolerance and mitigating intergroup tensions (Balogun, 2023). The curriculum is designed to not only convey religious doctrines but also to instill values of respect, empathy, and peaceful coexistence. Recent studies indicate that well-structured religious education programs can serve as platforms for dialogue by encouraging students to engage in critical discussions about diversity, ethics, and the common good (Olawale, 2024). In this context, religious education is viewed as a bridge between disparate cultural groups, enabling learners to appreciate differences while recognizing shared moral foundations (Aminu, 2025). The multidimensional approach in Kaduna North LGA integrates historical narratives, ethical debates, and community-based activities that contribute to a culture of peace (Jibril, 2023). However, challenges remain in the practical application of these ideals, as existing educational practices may not fully leverage the potential of religious education to transform interethnic relations (Mustapha, 2024). The study investigates the dynamics between religious pedagogy and the cultivation of peaceful dialogue among students, analyzing both content and delivery methods that are conducive to intercultural understanding. By examining the extent to which religious education addresses issues of identity, prejudice, and conflict resolution, this research aims to provide a critical evaluation of its effectiveness (Sani, 2025). The background of this study situates the issue within contemporary debates on multiculturalism and national unity, highlighting the need for educational reform that embraces dialogue as a tool for social cohesion. The findings of this study are expected to contribute to policy recommendations that promote an inclusive curriculum, thereby enhancing peaceful interactions among students from varied ethnic backgrounds (Ibrahim, 2023). As Kaduna North LGA continues to navigate the complexities of multiethnic coexistence, this research provides a timely analysis of the role of religious education in fostering an environment of mutual respect and understanding, essential for long-term peace and stability (Oluwaseun, 2024).
Statement of the Problem
Despite its potential, the role of religious education in promoting peaceful dialogue in multiethnic schools faces numerous challenges. There is evidence to suggest that the existing curriculum may not fully capture the complexities of interethnic relationships, resulting in superficial engagement with issues of cultural diversity (Adamu, 2023). Educators report that while the theoretical framework for peaceful dialogue is embedded in religious teachings, the practical implementation is often hampered by limited training and resources (Yakubu, 2024). Furthermore, there is a tendency for religious content to be interpreted through a lens that reinforces existing cultural stereotypes rather than challenging them (Nwachukwu, 2025). This situation is exacerbated by socio-political influences that skew the educational focus towards doctrinal correctness at the expense of critical intercultural discourse. As a result, students may emerge with a fragmented understanding of peace that does not translate into effective dialogue or conflict resolution in their communities (Fadeyi, 2023). The problem is further complicated by the diverse backgrounds of the students, whose varying cultural experiences and expectations necessitate a more adaptive and contextually relevant pedagogical approach. Without targeted interventions that address these challenges, the transformative potential of religious education in fostering peaceful dialogue remains underutilized. This study seeks to delineate the gaps in current practices and propose strategies that can better harness religious education as a tool for promoting intercultural harmony. The aim is to provide an in-depth understanding of the obstacles that hinder effective peaceful dialogue and to suggest actionable solutions that can be integrated into the educational framework (Gbenga, 2024).
Objectives of the Study
1. To evaluate the current role of religious education in promoting peaceful dialogue in multiethnic schools.
2. To identify challenges affecting the integration of intercultural understanding within the curriculum.
3. To recommend strategies for enhancing the efficacy of religious education in fostering peaceful coexistence.
Research Questions
1. How effectively does the religious education curriculum promote peaceful dialogue among students?
2. What challenges do educators face in incorporating intercultural perspectives into religious teachings?
3. What strategies can enhance the role of religious education in promoting peaceful interactions?
Research Hypotheses
1. The integration of intercultural content in religious education positively influences students’ ability to engage in peaceful dialogue.
2. Inadequate teacher training significantly impedes the effective promotion of peace in multiethnic schools.
3. Enhancing resource allocation to religious education programs improves intercultural understanding among students.
Significance of the Study
This study is significant as it addresses the critical role of religious education in bridging ethnic divides and promoting peaceful dialogue in multiethnic schools. The findings will provide policymakers and educators with insights into curriculum reform and teacher training that emphasize intercultural dialogue. By highlighting both challenges and opportunities, the research aims to foster a more inclusive educational environment. The outcomes will contribute to building sustainable peace in multiethnic communities and serve as a guide for similar educational settings, thereby reinforcing the value of religious education as a tool for social cohesion (Olatunji, 2024).
Scope and Limitations of the Study
This study is limited to assessing the role of religious education in promoting peaceful dialogue within multiethnic schools in Kaduna North LGA, Kaduna State. It focuses exclusively on curriculum content, teacher training, and student engagement within these schools.
Definitions of Terms
• Peaceful Dialogue: Constructive communication that fosters mutual understanding and conflict resolution.
• Multiethnic Schools: Educational institutions with student populations from diverse ethnic backgrounds.
• Intercultural Understanding: The recognition and appreciation of cultural differences and similarities in a social context
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