Integrating Indigenous Peace Pedagogies into Higher Education: Academics’ Perspectives and Strategic Recommendations

Abstract

  The growing demand for sustainable peace in Nigerian higher education institutions necessitates the decolonisation and integration of indigenous knowledge systems into academic curricula. This study examines the perspectives of Nigerian academics on Indigenous Peace Pedagogies (IPPs), explores institutional barriers to integration, and identifies strategic pathways for embedding IPPs within higher education. Using a qualitative design, semi-structured interviews with 15 faculty members from Nigerian universities were analysed thematically. The findings reveal deep awareness among academics of the value of IPPs and a shared recognition of their cultural relevance. However, systemic challenges such as outdated curricular, skepticism toward indigenous knowledge, absence of policy support, and resource shortage impede meaningful integration. Participants propose curriculum development and inclusion, educator training, government support, and community engagement as key strategies for institutional adoption. This study contributes to policy development and pedagogical transformation toward decolonised peace education.