Article Abstract

The main purpose of the study is to find out the perception of B.Ed. students and what they feel about peace education, since it is important for developing future teachers who can promote values such as harmony, nonviolence, and respect for others in society. The research was conducted using a self-constructed questionnaire administered to students from six B.Ed. colleges. The questionnaire comprised 25 items distributed across five key dimensions: (A) Concept of Peace, (B) Curriculum, (C) Co-curricular Activities, (D) Gender, and (E) Social Aspect, with each dimension containing five items. The collected data were examined to investigate differences in perceptions based on gender and place of residence. The primary results of the research reveal that male and female B.Ed. students do not exhibit a significant difference in their views on peace education within the curriculum. Likewise, there was no notable difference found between students from urban and rural areas regarding their perspectives on peace education. These results imply a general consensus among B.Ed. students, regardless of gender or location, on the necessity of incorporating peace education into teacher training programs to foster a culture of peace, mutual respect and social harmony.
Keywords: B.Ed. Curriculum, B.Ed. Students, Peace education, Perception