Pedagogical transformation for a culture of peace

Abstract

This research aimed to analyze interpersonal conflicts among university students, the strategies used to resolve them, and the level of perceived institutional support. This research was based on structured observations conducted with 30 faculty members at the University of Tolima. Using a checklist with a scale and grading field, quantitative and qualitative data were collected in academic settings, revealing that conflicts, while not extreme, are recurrent and varied (verbal or evasive). It was evident that third-party mediation was the most valued strategy for resolving tensions, while autonomous dialogue and assertive communication were also recognized, although less frequently used. Institutional support was perceived as moderate, consistent, and visible, but lacking transformative impact. Playful strategies, as part of social skills training programs, proved effective in promoting coexistence, fostering empathy, justice, and communication in educational settings. The results are consistent with previous research on school climate, conflict resolution, and inclusive leadership, underscoring the importance of comprehensive and contextualized pedagogical approaches. The conclusion is that we need to strengthen a culture of peace from a broad perspective of coexistence transforming conflicts into learning opportunities.