Abstract
The objective of this study was to analyze the scientific evidence on the culture of peace in secondary education and its contribution to students' integral formation through a systematic literature review. The methodology followed the PRISMA 2020 guidelines, considering indexed publications and documents from international organizations selected according to previously established inclusion and exclusion criteria. The results show consensus on the importance of integrating restorative practices, socio-emotional learning, institutional leadership, and the participation of the educational community to strengthen school coexistence and the development of citizenship competencies. Gaps were also identified regarding the scarcity of longitudinal studies and research conducted in Latin American contexts. It is concluded that the culture of peace constitutes an integral educational process that requires sustainable institutional strategies to promote inclusive, democratic schools committed to student well-being.
References
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[2] M. Y. Agudelo, V. A. Terán Reales y G. A. Urdaneta Urdaneta, "Percepciones directivas sobre la cultura de paz: narrativas y prácticas en instituciones educativas oficiales de Jericó, Colombia," LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, vol. 6, no. 5, pp. 649–665, 2025, doi: 10.56712/latam.v6i5.4626.
[3] I. Alonso-Rodríguez, D. Pérez-Jorge, I. Pérez-Pérez y E. Olmos-Raya, "Restorative practices in reducing school violence: A systematic review of positive impacts on emotional wellbeing," Frontiers in Education, vol. 10, Art. no. 1520137, 2025, doi: 10.3389/feduc.2025.1520137.
[4] C. Cipriano et al., "The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions," Child Development, vol. 94, no. 5, pp. 1181–1204, 2023, doi: 10.1111/cdev.13968.
[5] A. Cosma, M. Molcho y W. Pickett, A Focus on Adolescent Peer Violence and Bullying in Europe, Central Asia and Canada: Health Behaviour in School-aged Children International Report from the 2021/2022 Survey, vol. 2. Copenhagen, Denmark: WHO Regional Office for Europe, 2024.
[6] UNICEF, Global Annual Results Report 2024: Goal Area 2: Every Child, Including Adolescents, Learns and Acquires Skills for the Future. New York, NY, USA: UNICEF, 2025.
[7] M. M. E. García, M. A. Gonzales Barriga, M. L. Huamani Huamani y A. S. Ortega Auris, "Cultura de paz desde la gestión pedagógica en instituciones educativas de secundaria de Lima metropolitana," Revista Tribunal, vol. 3, no. 6, pp. 148–163, 2023, doi: 10.59659/revistatribunal.v3i6.40.
[8] Organisation for Economic Co-operation and Development (OECD), Unlocking High-Quality Teaching. Paris, France: OECD Publishing, 2025, doi: 10.1787/f5b82176-en.
[9] A.-K. Munevar-Sáenz, "La justicia restaurativa, estrategia que transforma pacíficamente los conflictos y fortalece la paz en las aulas escolares," REIRE Revista d'Innovació i Recerca en Educació, vol. 18, no. 2, pp. 1–9, 2025, doi: 10.1344/reire.48984.
[10] UNESCO, Recommendation on Education for Peace and Human Rights, International Understanding, Cooperation, Fundamental Freedoms, Global Citizenship and Sustainable Development. Paris, France: UNESCO, 2023.
[11] UNESCO, Safe to Learn and Thrive: Ending Violence in and Through Education. Paris, France: UNESCO, 2024, doi: 10.54675/LUPY3293.
[12] M. T. Prieto, "Educación para la paz y convivencia sin violencia: Una propuesta en el nivel básico desde la terapia narrativa," Investigación y Desarrollo, vol. 30, no. 1, pp. 170–197, 2022, doi: 10.14482/indes.30.1.370.114.
[13] I. W. P. Redondo y Y. J. De La Rosa, "Avances y tendencias en la educación para la paz: Una revisión sistemática," Pensamiento Educativo. Revista de Investigación Educacional Latinoamericana, vol. 63, no. 1, Art. no. 15, 2026, doi: 10.7764/PEL.63.1.2026.7.
[14] B. Romero, A. I. Esteban Martínez y S. Sánchez Fernández, "La cultura de paz en Educación Secundaria Obligatoria: Análisis de la situación y propuestas para una asignatura específica," REIDOCREA, vol. 11, no. 31, pp. 368–383, 2022, doi: 10.30827/Digibug.76064.
[15] M. N. I. Saleh, F. Hanum y Rukiyati, "Approaches to implementing peace education in high schools for nonviolent conflict resolution," Cogent Education, vol. 12, no. 1, Art. no. 2553004, 2025, doi: 10.1080/2331186X.2025.2553004.
[16] L. B. Sel y P. S. H. Quiñónez, "Culture of peace in secondary school: A systematic review," Revista Panamericana de Pedagogía, no. 37, pp. 72–88, 2023, doi: 10.21555/rpp.vi37.2934.
[17] C. A. Vega-Mendoza, "Convivencia escolar y cultura de paz en Colombia: Retos y oportunidades," Revista Arbitrada Interdisciplinaria Koinonía, vol. 10, no. 20, pp. 194–210, 2025, doi: 10.35381/r.k.v10i20.4646.
[18] S. Sangeetha y D. Sri Dhivya, "The power of translanguaging: Theoretical insights and empirical evidence on language acquisition and social-emotional learning," Australian Journal of Applied Linguistics, vol. 8, no. 1, Art. no. 102406, 2025, doi: 10.29140/ajal.v8n1.102406.
[19] L. J. Pentón Herrera, "The politicization of and misinformation about social-emotional learning," Social and Emotional Learning: Research, Practice, and Policy, vol. 6, Art. no. 100141, 2025, doi: 10.1016/j.sel.2025.100141.
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