Developing Peace Values Among Future Teachers Through Inclusive and Reflective Educational Practices

Abstract

This article aims to explore how peace education can be integrated into university curricula to shape future teachers' professional identities in Moldova. The objective is to provide evidence that peace values, when embedded in language education and reflective teaching practice, promote inclusive, empathetic, and democratic learning environments. The central hypothesis is that peace education, when approached as both method and mindset, enhances not only communicative competence but also socio-emotional skills vital for classroom harmony and intercultural understanding. The research methodology combines qualitative needs assessment conducted with teacher-training students across Moldova and a case study of a university module titled “Peace Education.” This module incorporates scenario-based learning, multilingual tasks, and linguistic strategies for emotional regulation, empathy, and conflict mediation. Findings reveal that future educators perceive peace education as highly relevant to classroom management and social cohesion, especially in multilingual and multiethnic settings. The study concludes that peace education must be systemically embedded in teacher training programs, as a transformative pedagogical approach that prepares future teachers to model and sustain peaceful, inclusive interactions through daily language practices and critical reflection.