What is “Mapping Peace Education?”

“Mapping Peace Education,” is a global research initiative coordinated by the Global Campaign for Peace Education in partnership with several leading organizations engaged in peace education research and practice. 

In development since early 2019, “Mapping Peace Education” is an open-access, online resource for researchers, donors, practitioners, and policy-makers who are looking for data on formal and non-formal peace education efforts in countries around the world to develop contextually relevant and evidence-based peace education to transform conflict, war, and violence.  

The country-level data is intended for multiple research and action planning purposes, including:

  • Assessment of gaps between formal peace education legislation and implementation
  • Comparative analysis of conflict contexts and educational approaches
  • Qualitative, and potentially quantitative, assessment of peace education methods in transforming conflict and building peace in various contexts
  • Planning and assessment for donors and practitioners seeking to develop and/or support contextually relevant, effective, evidence-based peace education initiatives
  • Networking and connecting researchers, educators and donors

Supporting Sustainable Development Goal 4.0

Mapping Peace Education contributes to the achievement of the 2030 Agenda for Sustainable Development.   In particular, this project supports the achievement of Goal 4, Target 4.7: “by 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.”  We intend for the data curated here to support Indicator 4.7.1: “extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment.” Click here to learn more about our use and analysis of Indicator 4.7.1.  

Country-Level* Peace Education Profiles

“Mapping Peace Education” takes a macro view, analyzing peace education developments at the country* level.  Country profiles seek to illuminate the interdependence between context and approach.  Each profile analyzes historical and present circumstances of violence, conflict and injustice.  Significant peace education efforts & approaches, historical and contemporary, as well as legislative and policy initiatives, are also described and analyzed.  While the profiles are macro in scope, they include comprehensive links to organizations, models, news, and research on peace education in each country for deeper analysis. Please see the “Model Country Profile and Key” for a description of the component parts of the country profiles. 

*We recognize that “country” is a limiting category.  It assumes status as an internationally recognized state that monopolizes certain functions within its territory.  Mapping Peace Education will include both recognized and unrecognized states and is open to proposals for profiles of “nations” comprised of peoples with a common culture, history, and traditions typically tied to a specific geographic region.

Profiles Developed and Maintained by “Country Experts” 

Country profiles are developed and maintained by experts in the field of peace education who are, in most cases, representatives or members of the various project partner organizations. Profiles are developed by teams of in-country experts (with rare exceptions), with some input from external researchers.  Research teams help assure the diversity of views and approaches to peace education in a given country are equally considered and analyzed.


Mapping peace education in every country around the world is an ambitious task!  The initial launch of the project included approximately 12 countries.  Another dozen or so profiles are currently in development with the goal of adding 20-30 new country profiles annually. An overview of profiles developed and in progress can be found here.  We are also looking for additional partners and researchers to help develop new country profiles. Please contact us if you are interested.  

Profile Updates and Maintenance

All profiles will be reviewed and updated biennially, with minor updates and additions made on a rolling basis.  When and where possible, peer reviewers will assist with the updates.  

Should you find edits, omissions, broken links, or factual errors in a country profile please contact us.  

Research & Analysis: Annual Reports

The Global Campaign for Peace Education, with the support of project partners, intends to author annual research reports analyzing trends, innovations, challenges, and key developments revealed by the country-level data.  

Challenges and Limitations

As with any research project, we acknowledge the potential for subjective bias.  We attempt to mitigate this through establishing research teams and requiring peer reviews.  Working at a macro, country-level also presents many challenges.  In many countries, educational policy is decentralized.  Conflicts and approaches to peace education often vary by region and locality.  We invite you to contact us to voice any concerns or suggestions for addressing any of these challenges and limitations.