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Submission information
Submission Number: 95
Submission ID: 885
Submission UUID: 935deb45-0dc5-4833-80a7-35db7062d413
Submission URI: /2025/abstracts
Created: Tue, 04/29/2025 - 20:07
Completed: Tue, 04/29/2025 - 21:16
Changed: Mon, 05/19/2025 - 10:40
Remote IP address: 41.72.120.47
Submitted by: Anonymous
Language: English
Is draft: No
Current page: Complete
Webform: Abstract
Presenters
Ms.
Mpapho
Onkabetse
Boitekanelo college
Onkabetse Olorato Mpapho is a lecturer and social development practitioner with a Bachelor’s in Social Work, a Master’s in Educational Leadership, and a completed qualification in Industrial and Organisational Psychology. She has extensive experience in mental health, HIV/AIDS care, and psychosocial support, and has trained over 400 social workers across Botswana. Olorato is actively involved in peace and security through WomenLead, advancing gender-responsive leadership. Her work bridges Social work, education, and community empowerment to foster resilience, inclusion, and well-being
Yes
Ms.
Hingoma
Gloria
Peace and Conflict Transformation Initiative
I am a peace and security expert with over a decade of experience leading locally-driven peacebuilding and conflict prevention initiatives across Africa. As Executive Director of PCTI, I design context-specific strategies for sustainable peace and civic engagement. I am also a qualitative researcher and international consultant, currently participating in the End-of-Cycle Evaluation of the UN SDG Framework in Liberia. A lecturer at Copperbelt University, I research and teach international peace and human security. As a Rotary Peace Fellow and UNESCO-APCEIU grantee, my work strengthens education system resilience, while advancing research, policy, and practice for peacebuilding and conflict transformation in Africa.
No
Abstract
Strengthening Teacher Education for Peace: A Comparative Analysis of Global Citizenship Education in Botswana and Zambia
THEME 3: Policy and Advocacy for Peace building, Environmental and Social Justice
SUB 3.1 Influencing policies that promote environmental sustainability and social equity.
Oral Presentation
This study explores the integration of Global Citizenship Education (GCE) within teacher
education programs in Botswana and Zambia, with a focus on its potential to foster peace, social
cohesion, and sustainable development. Grounded in the principles of transformative education,
the research conducts a comparative analysis of national curricula, policy frameworks, and
teacher training practices in both countries. Using a qualitative approach, data were gathered
through document analysis and key informant interviews with teacher educators, policymakers,
and curriculum developers. The findings reveal both commonalities and context-specific
challenges in the implementation of GCE, including limited pedagogical training, inadequate
policy alignment, and gaps in teacher capacity development. Despite these challenges, promising
practices such as community-based learning and values-oriented instruction, demonstrate the
potential of GCE to empower teachers as agents of peace and global responsibility. The study
concludes with strategic recommendations for enhancing teacher education programs through
cross-country collaboration, curriculum reform, and sustained investment in peace-oriented
pedagogies. This research contributes to ongoing efforts to localize global educational goals and
strengthen education systems for more just and inclusive societies.
Keywords: Global Citizenship Education (GCE), Teacher Education, Peace and Social
Cohesion, Sustainable Development, Curriculum Reform.
education programs in Botswana and Zambia, with a focus on its potential to foster peace, social
cohesion, and sustainable development. Grounded in the principles of transformative education,
the research conducts a comparative analysis of national curricula, policy frameworks, and
teacher training practices in both countries. Using a qualitative approach, data were gathered
through document analysis and key informant interviews with teacher educators, policymakers,
and curriculum developers. The findings reveal both commonalities and context-specific
challenges in the implementation of GCE, including limited pedagogical training, inadequate
policy alignment, and gaps in teacher capacity development. Despite these challenges, promising
practices such as community-based learning and values-oriented instruction, demonstrate the
potential of GCE to empower teachers as agents of peace and global responsibility. The study
concludes with strategic recommendations for enhancing teacher education programs through
cross-country collaboration, curriculum reform, and sustained investment in peace-oriented
pedagogies. This research contributes to ongoing efforts to localize global educational goals and
strengthen education systems for more just and inclusive societies.
Keywords: Global Citizenship Education (GCE), Teacher Education, Peace and Social
Cohesion, Sustainable Development, Curriculum Reform.
Reviewer ONE Feedback
DR
SANDILE
DHLUDHLU
Yes
Empirical Research
Accepted
Reviewer TWO Feedback
{Empty}
{Empty}
{Empty}
Yes
Empirical Research
Accepted