Theoretical Modeling of Peace Education in General Education: International Comparative Analysis and the Lithuanian Perspective

Abstract

The article theoretically models of peace education strategies in general education. Current geopolitical instability and the growing security deficit necessitate a fundamental review of the role of education in shaping societal resilience. The aim of this research is to conduct a comparative analysis of peace education models within the education systems of the leaders of the Global Peace Index (GPI) and, based on the insights gained, to substantiate the Lithuanian perspective. A qualitative paradigm was chosen for the study, employing a survey of foreign countries’ ministries of education and a content analysis of strategic documents. The findings reveal that a reactive (defensive) model dominates in Lithuania, oriented toward direct conflict avoidance and preparedness for external threats. In contrast, the most peaceful countries in the world (Iceland, Denmark, Ireland, New Zealand, Austria, and Singapore) employ a proactive peace modeling based on social cohesion, student well-being, and emotional resilience. Furthermore, a direct correlation was identified between students’ social-emotional literacy and the overall level of peace within society. Moral education helps students develop inner harmony and serves as an additional space for the proactive construction of positive peace. The study concludes with specific recommendations for improving the paradigm of general education in Lithuania, proposing that the concept of national security in education be supplemented with elements of social cohesion and that peace education be established as a structural principle connecting all academic subjects.