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<p>This article presents an integrative review of articles on peace education published in the <i>International Review of Education</i> over the past 40&#xa0;years (1983–2023), situating the findings within the context of three major international agreements: the United Nations 2030 Agenda for Sustainable Development, Our Common Agenda and the Pact for the Future. The review identifies two broad thematic trends: early conceptual reflections on the meaning of peace education (1983–early 2000s) and diverse perspectives from empirical research conducted globally (2009–2023). While efforts to align peace education with international policy-driven education initiatives hold promise, they also carry the risk of being overly optimistic without a clear understanding of what constitutes truly “transformative” peace education and its implications. The article argues that future scholarship and practice in peace education must rigorously scrutinise these policy agendas and their global enactment through the lens of critical and decolonial theories.</p>

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Building peace through lifelong learning: Past research and future agendas

  • 期刊论文

  • 发表日期：

    2025年7月11日

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  • Michalinos Zembylas

摘要

This article presents an integrative review of articles on peace education published in the International Review of Education over the past 40 years (1983–2023), situating the findings within the context of three major international agreements: the United Nations 2030 Agenda for Sustainable Development, Our Common Agenda and the Pact for the Future. The review identifies two broad thematic trends: early conceptual reflections on the meaning of peace education (1983–early 2000s) and diverse perspectives from empirical research conducted globally (2009–2023). While efforts to align peace education with international policy-driven education initiatives hold promise, they also carry the risk of being overly optimistic without a clear understanding of what constitutes truly “transformative” peace education and its implications. The article argues that future scholarship and practice in peace education must rigorously scrutinise these policy agendas and their global enactment through the lens of critical and decolonial theories.