International Journal of Multidisciplinary and Educational Research (IJMER)
Preventing Youth Radical Ideologies through Peace Education in Conflict-Prone Areas in Nigeria
E-ISSN: 6575-5565
P-ISSN: 3427-2556
DOI: https://iigdpublishers.com/article/1559
This study examines the role peace education can play in preventing youth radical ideologies in conflict-prone parts of Rivers State, Nigeria. Against a backdrop of economic deprivation, ethnic tension, and political exclusion, young people in the region are increasingly exposed to ideological shifts that can tip into violent extremism. The study looks at how present, accessible, and effective existing peace education programs actually are, and what impact they have on youth attitudes toward violence, conflict, and diversity. Social Identity Theory and Transformative Learning Theory frame the analysis, offering a way to understand how peace education builds critical thinking, tolerance, and civic responsibility. Using a mixed-methods design, data were drawn from interviews, focus group discussions, and document review involving educators, policymakers, and young people. The findings show that peace education initiatives do exist, driven mainly by NGOs and community organizations, but their reach is constrained by weak institutional integration, limited funding, and an urban bias. Where these programs have been implemented, though, they show real promise in reshaping youth mindsets and reducing susceptibility to radical influence. The study recommends folding peace education into the formal curriculum, expanding community-based interventions, and pairing peace education with youth economic empowerment as a route to sustainable peace building in the region.
Nyenwe EMEM PhD, mspsp & Chikwelu Aloysius IDIKA, MIAD, MISS, mspsp
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