Building cross-disciplinary skills for peace through HE

Universities strive to address pressing issues, promote innovation, lead policy-relevant debate and drive healthy competition.

Few universities, however, take a systemic approach to address drivers of global conflict which undermine social and economic progress, or find ways to strategically support global peacebuilding.

In some cases, universities even reinforce conflict dynamics through uncritical teaching, conflictual organisational practices, inequitable access and ethically compromised, profit-driven research.

It doesn’t have to be this way – more and more, universities are taking the lead on transformative research, teaching and industry collaboration in support of global development, peace, social justice and well-being.



Yet, amid the growing tumult of geopolitical tensions, social unrest and humanitarian crises, higher education leaders may find themselves wondering what role their institutions can play in transforming global conflict and advancing peace.

Cross-disciplinary skills for peacebuilding

Peacebuilding encompasses multifaceted approaches to addressing conflict and promoting sustainable peace. It involves not only the cessation of violence, but also the establishment of social, political and economic structures that foster reconciliation, justice and stability.

In broad terms, approaches to peacebuilding include: conflict resolution, conflict transformation, structural peacebuilding and reconciliation. Peacebuilding is crucial for creating environments that are conducive to human flourishing, sustainable development and the protection of human rights.

How are these approaches distinct and related?

Conflict resolution is about managing and resolving disputes between individuals, groups, organisations, or nations. Processes and techniques aim at de-escalating tensions, clarifying interests, positions and needs, and facilitating mutually acceptable solutions.

Conflict transformation goes further by aiming to fundamentally alter the dynamics of the conflict and transform it into opportunities for constructive engagement, reconciliation and growth. Conflict transformation seeks to address the root causes of conflict and to empower individuals and communities to become active agents of positive change.

Structural peacebuilding builds on these foundations to address the systemic root causes of conflict such as poverty, inequality and governance issues through institutional reforms, socio-economic development and the promotion of inclusive policies.

Reconciliation is often a necessary ingredient for other approaches to peacebuilding to be effective. Reconciliation efforts focus on rebuilding trust, healing the wounds of conflict and promoting understanding among conflicting parties.

Higher education plays a pivotal role in advancing these various peacebuilding efforts by equipping thought-leaders and professionals with the knowledge, skills and attitudes necessary to engage constructively in intercultural dialogue and collaborative problem-solving through community building and innovation.

Integrating the following 10 competences into higher education curricula not only enriches students’ and faculty members’ educational experience, but also equips them with the tools necessary to navigate complex societal challenges and contribute positively to their communities.

Ten peacebuilding competences to develop in higher education

The 10 peacebuilding competences to integrate across higher education curricula include: conflict analysis, active listening and effective communication, critical thinking and problem-solving, intercultural competence, gender and inclusivity, leadership and facilitation, negotiation and mediation, innovation, and digital peacebuilding, and resilience and self-care.

1. Conflict Analysis: Conflict analysis involves understanding the root causes, dynamics and complexities of conflicts, as well as their impact on individuals, communities and societies. Conflict analysis skills enable peacebuilders to identify underlying issues, interests and stakeholders, and to develop informed strategies for intervention and resolution. Trauma-informed approaches are especially needed to understand conflict dynamics and address the intergenerational impacts of violence on identities and communities.

2. Active Listening and Effective Communication: Effective communication skills are essential for building trust, fostering dialogue and facilitating understanding among conflicting parties. Paying attention, suspending judgement, showing empathy and understanding others’ perspectives without immediately jumping to conclusions or offering solutions can help in recognising the root causes of conflicts and addressing them effectively. By listening actively and communicating clearly and respectfully, peacebuilders can better navigate sensitive or emotionally charged conversations.

3. Critical Thinking and Problem-Solving: Critical thinking skills enable peacebuilders to analyse complex issues, evaluate evidence and assess the effectiveness of peacebuilding interventions. Problem-solving skills involve generating creative and practical solutions to conflicts, addressing underlying issues and adapting strategies based on changing circumstances.

4. Intercultural Competence: Intercultural competence involves the ability to navigate diverse cultural contexts, understand different worldviews and communicate effectively across cultural boundaries. Peacebuilders must be sensitive to cultural norms, values and practices, and recognise the impact of culture on conflict dynamics and peacebuilding processes.

5. Gender and Inclusivity: Gender-sensitive and inclusive approaches are essential for ensuring that peacebuilding efforts address the diverse needs and perspectives of all individuals and groups, including women, youth, minorities and marginalised communities. Peacebuilders must be able to recognise and challenge gender stereotypes and inequalities, promote women’s participation and leadership, and foster inclusive decision-making processes.

6. Leadership and Facilitation: Leadership skills are essential for inspiring and mobilising others to work towards peace and social change. Peacebuilders must be able to lead by example, inspire trust and confidence, and empower others to take action. Facilitation skills involve guiding group processes, managing conflict and promoting collaboration and consensus-building among stakeholders. Opportunities for experiential learning can be provided through simulated negotiations, consensus-building exercises and role-playing scenarios.

7. Negotiation and Mediation: Negotiation and mediation skills enable peacebuilders to facilitate dialogue, manage conflicts and seek mutually acceptable solutions to disputes. This includes the ability to identify common ground, manage power imbalances and build consensus among conflicting parties through principled negotiation and impartial mediation.

8. Innovation for Peacebuilding: Creativity and innovation are needed to address conflicts and promote peace through interdisciplinary approaches. Encourage students to develop innovative solutions to peacebuilding challenges, leveraging technology, entrepreneurship and social innovation.

9. Digital Peacebuilding: Critical digital literacy skills are key to navigating the increasing complex sphere of digital media wars. Universities must teach students how to navigate online spaces with critical thinking and discernment, and encourage them to explore the role of digital technologies in peacebuilding, including social media advocacy, digital storytelling and journalism for peace, and digital solutions and applications to facilitate peacebuilding and mitigate conflict-drivers.

10. Resilience and Self-Care: Peacebuilding can be emotionally and physically demanding, requiring resilience, self-awareness and self-care practices. Peacebuilders must be able to manage stress, cope with uncertainty and maintain their well-being in challenging environments, while also fostering resilience and support networks within their communities. While policies to promote and protect faculty, staff and student well-being are a good start, building a culture of care requires awareness-raising, training and good role-modelling from leaders and managers.

By systematically cultivating these competences across disciplines, higher education institutions can empower students, faculty members and staff to become agents of positive change in a wide range of professional fields and societal contexts, contributing to the achievement of the Sustainable Development Goals.

Additional ‘soft skills’ can play a crucial role in preventing conflict and supporting peacebuilding within higher education institutions. These interpersonal skills foster a positive work environment, facilitate effective communication and contribute to resolving disagreements constructively. They include, especially, emotional intelligence and empathy, adaptability to unexpected situations and patience, respect for diversity and teamwork.

These soft skills are not only beneficial for preventing conflicts, but are also essential for creating a collaborative, inclusive and peaceful work environment – cultivating these skills among students, faculty, staff and leadership can significantly contribute to the overall health and success of any organisation.

Interested in learning more? Here are some resources to get you started:

• Peace Educators Competencies Framework, Erasmus+ programme “UPPER – systemic Upscaling of Peace Education Practices (2019).

• “Pedagogies for peacebuilding in higher education: How and why should higher education institutions get involved in teaching for peace?” Millican, J, Kasumagic-Kafedzic, L, Masabo, F and Almanza, M. Int Rev Educ 67, 569-590 (2021).

• “Higher education and sustainable development goal 16 in fragile and conflict-affected contexts.” Milton, S, Higher Education 81, 89-108 (2021).

Dr Sara Clarke-Habibi has worked in the field of peacebuilding through education for 24 years. She earned her PhD in education from the University of Cambridge as a Gates Cambridge Scholar. For her work on educational intersections with violent conflict, displacement, transitional justice, social healing, post-conflict reconstruction and intergroup reconciliation, she was the 2021 Georg Arnhold Senior Fellow on Education for Sustainable Peace at the Georg Eckert Institute in Germany. She has been an associate lecturer at several universities and a consultant for numerous international and non-governmental organisations. She currently works at the United Nations Institute for Training and Research in the Division for Peace.