https://journals.umt.edu.pk/index.php/uer <p style="text-align: justify;">UMT Education Review is an open-access, double-blind peer-reviewed International journal published biannually by the Department of Education, University of Management and Technology. UER has a broad focus related to education development and change, especially occurring in the 21st century in the developing world.</p> Department of Education, School of Social Sciences and Humanities, University of Management & Technology, Lahore, Pakistan en-US UMT Education Review 2616-9738 <div class="panel panel-default copyright"> <div class="panel-body"><a href="https://creativecommons.org/licenses/by/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by/4.0/88x31.png" alt="Creative Commons License"></a> <p>This work is licensed under a <a href="https://creativecommons.org/licenses/by/4.0/" rel="license">Creative Commons Attribution 4.0 International License</a>.</p> <p style="text-align: justify;"><em>UER </em>follows an open-access publishing policy and full text of all published articles is available free, immediately upon publication of an issue. The journal’s contents are published and distributed under the terms of the <a href="https://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International</a>&nbsp;(<a href="https://creativecommons.org/licenses/by/4.0/">CC-BY 4.0</a>) license. Thus, the work submitted to the journal implies that it is original, unpublished work of the authors (neither published previously nor accepted/under consideration for publication elsewhere). On acceptance of a manuscript for publication, a corresponding author on the behalf of all co-authors of the manuscript will sign and submit a completed Copyright and Author Consent Form.</p> <p>Copyright (c) The Authors</p> </div> </div> https://journals.umt.edu.pk/index.php/uer/article/view/5838 <p>This research investigates the challenges and opportunities associated with peace education in Pakistan. It aims to examine the role of teachers in promoting peace education and establishing support systems for pupils to enable them to cultivate a positive perception of peace education. Keeping in view the existing literature, this research is the first of its kind to explore the role of teachers in promoting peace education in Pakistani pupils. For this purpose, a quantitative research method was employed and data was collected from private high schools in Lahore. The data collection tool was administered to 389 students from the secondary section (Classes 9 and 10) of these schools. The number of responses discarded was eighty (80). They were discarded due to errors in submission forms, such as incomplete forms, checking multiple items instead of one, and overwriting. The remaining 309 responses were considered valid and pupils’ views on "Teachers' Role in Peace Education" (TRPE) and "Pupils' Perception of Peace Education" (PPPE) were explored. The data were analyzed using SPSS 27.0. Regression analysis revealed a positive relationship between TRPE and PPPE. The findings support the existing literature on teachers' role in promoting peace education and how teachers may help pupils open themselves to peace-building ideas through their pedagogical practices. This research also supports the idea of training teachers to integrate peace education aspects in their pedagogical philosophy and practices.</p> Ashar Johson Khokhar Harron Gill Copyright (c) 2024 UMT Education Review 2024-12-10 2024-12-10 7 2 01 21