Building a Culture of Peace in Educational Institutions: Multiple Case Studies of Pilot Private Schools in Yala Province

Abstract

This research aims (1) to apply a model for fostering a culture of peace in educational institutions, and (2) to develop policy recommendations based on the outcomes of peace culture implementation, for presentation to policymakers. The study employed documentary research to review theories and concepts related to a culture of peace, which were used to develop the TUNA ACT Model. This model was piloted in nine private secondary schools in Yala Province that voluntarily participated in the project. Training sessions were conducted alongside pre- and post-training tests and attitude surveys, involving 54 participants—six from each school—comprising one mentor teacher and five students. In-depth interviews were conducted with ten administrators and teachers from three schools: an Islamic private school integrating general education, a private school with both Buddhist and non-Buddhist students, and a private school offering Chinese language and culture programs. Additionally, focus group discussions were held with approximately 20 students from these schools.

The findings show that most participants gained increased knowledge of peace culture and developed more positive attitudes toward peaceful coexistence within the school setting. After the training, student representatives continued related activities such as producing short films, creating awareness media within their schools, and conducting peer training. Tangible indicators of peace culture implementation were observed through the establishment of internal mechanisms and ongoing activities. Interviews and discussions revealed that although the schools varied in identity and context, each was able to manage internal conflicts effectively. Common characteristics included a high level of diversity and an understanding of cultural dynamics extending beyond the school into the surrounding communities. The policy recommendations emphasize the importance of creating friendly, safe, and creative learning environments; developing curricula and training programs that promote a culture of peace; encouraging inclusive participation; and ensuring policy support, as well as systematic monitoring and evaluation, by relevant agencies.