Rebuilding Through Learning: Education for Peacebuilding and Social Cohesion in Post-Conflict Syria

• In Event: Teachable Moments: Reimagining Education for Peacebuilding in a Divided World A Panel Discussion on Nigeria, Syria, Sudan, and Niger

Proposal

This paper examines the critical role of education in fostering peacebuilding and social cohesion in post-conflict Syria, drawing on evidence from ongoing education programs and comparative analysis of Middle Eastern and global interventions. As Syria transitions from active conflict toward reconstruction, educational systems face the dual challenge of addressing immediate learning needs while transforming from sites of division into pillars of sustainable peace.

The research employs a mixed-methods approach, analyzing program data from the education sector since 2016, alongside comparative case studies from the region and global case studies on education and peacebuilding. The paper examines how educational interventions can simultaneously address "negative peace" (absence of violence) and "positive peace" (structural transformation addressing root causes of conflict) - all the while delivering learning outcomes for children and young adults in-country and recently returned to Syria.

Key findings demonstrate the effectiveness of multi-layered approaches integrating curriculum reform, trauma-informed pedagogy, and community engagement. Highlighting projects that exemplify successful community-based peacebuilding, employing example patient home visits while fostering collaboration between diaspora and local communities across previously competitive and contentious groups. Similarly, perspective-taking interventions in ethnically mixed schools showed measurable reductions in peer violence and increased interethnic social ties among Syrian refugee children and host populations.

The paper identifies four critical program components essential for sustainable impact. First, trauma-informed psychosocial support emerges as foundational, requiring whole-school cultural shifts prioritizing safety and stabilization before learning. Second, curriculum integration incorporating transitional justice, human rights education, and conflict transformation proves essential for addressing historical grievances while building inclusive narratives. Third, teacher training in conflict-sensitive pedagogy and trauma-informed approaches demonstrates a significant impact on school climate and student well-being. Fourth, community partnerships with trusted local institutions ensure cultural relevance and program sustainability.

However, the research reveals significant challenges in implementing competency-based curriculum reforms without adequate guidance, echoing UNESCO's observations about the complexity of such transitions in post-conflict contexts. The study also examines intergenerational trauma transmission, incorporating recent genomic research on Syrian survivors' violence exposure, with implications for gender-sensitive programming approaches.

The paper contributes to the theoretical understanding of education's dual capacity to either perpetuate division or foster reconciliation. It proposes a comprehensive monitoring framework incorporating nine key indicators: curriculum integration, school climate measures, social cohesion metrics, civic participation rates, community acceptance levels, mental health outcomes, equity measures, teacher capacity development, and institutional policy adoption.

Policy recommendations emphasize local ownership and partnerships, scaling evidence-based interventions, and implementing trauma-informed professional development at scale. The research advocates for continuous monitoring systems that engage participants in feedback processes while adapting to evolving post-conflict dynamics.

Finally, the study advances academic discourse on education in emergencies, post-conflict reconstruction, and peacebuilding pedagogy. The findings offer practical frameworks for policymakers and practitioners working in similar contexts across the Middle East and globally, demonstrating how strategic educational investments can transform societies from cycles of violence toward sustainable peace.

Author

• Wendy Wheaton, The World Bank Group