Theoretical frameworks underpinning adult peace learning and education : findings from a systematic review

Isanović Hadžiomerović, Amina (author)

Despite the long-standing dedication to promoting peace through the work ofthe United Nations Educational, Scientific and Cultural Organization (UNESCO) and the universal value of peacebuilding, the potential of adult learning and education (ALE) in this regard has not been sufficiently realised. This article aims to analyse the existing work dedicated to peace and peacebuilding in ALE by identifying the learning theories used as frameworks for designing such programmes. The starting assumption is that the existence of a theoretical grounding grants the capacity to ALE to contribute to the development of education programmes and activities dedicated to promoting peace. Employing a systematic literature review methodology, ten theoretical frameworks were found: dialogic humanising pedagogy, experiential learning, transformative learning, the Notre Dame University peace education framework, affective learning, multicultural learning, postcritical theory, social education theory, participatory learning, and the 4Rs (redistribution, recognition, representation, and reconciliation) framework. By mapping these frameworks, this paper intends to open a venue for the theoretical consolidation of peace education within the field of ALE.

• Language: English
• Keywords: peace education, peace-building, adult learning theory, adult learning, adult education
• Work type: Article
• Typology: 1.01 - Original Scientific Article
• Organization: FF - Faculty of Arts
• Publication status: Published
• Publication version: Version of Record
• Publication date: 01.01.2026
• Year: 2026
• Number of pages: Str. 19-41
• Numbering: Letn. 32, št. 1
• PID: 20.500.12556/RUL-182197
• UDC: 374.7
• ISSN on article: 1318-5160
• DOI: 10.4312/as/25380
• COBISS.SI-ID: 276731395
• Publication date in RUL: 29.04.2026

Record is a part of a journal

• Title: Andragoška spoznanja
• Shortened title: AS. Andrag. spozn.
• Publisher: Založba Univerze v Ljubljani
• ISSN: 1318-5160
• COBISS.SI-ID: 45586176

Licences

• License: CC BY 4.0, Creative Commons Attribution 4.0 International
• Link: http://creativecommons.org/licenses/by/4.0/
• Description: This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.

Secondary language

• Language: Slovenian

Abstract

Čeprav smo dolgotrajno predani spodbujanju miru prek dela Organizacije Združenih narodov za izobraževanje, znanost in kulturo (UNESCO) ter gradnjo miru priznavamo kot univerzalno vrednoto, potencial učenja in izobraževanja odraslih v tem pogledu ni dovolj izkoriščen. Namen članka je trenutno delo, posvečeno miru in gradnji miru v okviru učenja in izobraževanja odraslih, analizirati na podlagi opredelitve teorij učenja, ki so bile uporabljene pri oblikovanju tovrstnih programov. Izhajamo iz predpostavke, da obstoj teoretične podlage učenju in izobraževanju odraslih lahko pripomore k razvoju izobraževalnih programov in dejavnosti za spodbujanje miru. Sistematični pregled literature je razkril deset teoretičnih okvirov: dialoško humanizirajočo pedagogiko, izkustveno učenje, transformativno učenje, model mirovne vzgoje z Univerze Notre Dame, afektivno učenje, multikulturno učenje, postkritično teorijo, teorijo socialne vzgoje, participativno učenje in okvir 4R (prerazporeditev, prepoznavanje, zastopanje in sprava). Na podlagi prepoznavanja teh okvirov v članku odpiramo prostor za teoretično opredelitev mirovne vzgoje na področju učenja in izobraževanja odraslih.

• Keywords: izobraževanje za mir, gradnja miru, izobraževanje odraslih, učenje odraslih, teorija učenja odraslih