PEDAGOGICAL APPROACHES TO TEACHING PEACE AND CONFLICT RESOLUTION IN SOCIAL STUDIES: A CASE STUDY OF FIVE SOCIAL STUDIES TEACHERS IN OGUN STATE, NIGERIA

Abstract

This study explored the pedagogical approaches to teaching peace and conflict resolution in Social Studies: A case study of five (5) Social Studies teachers in Ikenne Local Government, Ogun State, Nigeria. A qualitative case study was adopted for the study. Purposive sampling technique was adopted to select five (5) selected secondary schools in the study area. An observational schedule checklist was used to gather data for the study. Thematic analysis was used to identify patterns and themes from the observational schedule, enabling the researcher to draw meaningful conclusions from the data collected. Findings revealed that Social Studies teachers moderately utilize various pedagogical approaches when teaching peace and conflict resolution; while teachers actively engage students through discussion and collaborative learning. Social Studies teachers generally have a high level of knowledge and understanding of peace and conflict resolution concepts. Social Studies teachers employ highly effective classroom pedagogical approaches in teaching peace and conflict resolution. Based on the findings, it was recommended that Social Studies teachers should integrate more problem-solving and demonstration-based techniques into their teaching strategies. Regular training and workshops should be organized to enhance teachers' knowledge and application of innovative teaching methods for peace and conflict resolution.