Peace is a dynamic and multifaceted concept that varies across cultural and contextual boundaries. These characteristics of peace make it difficult to define universally (Feuchte, 2010; Hunter & Cheng, 2006). However, Galtung (1969) categorized peace in two primary forms and made a distinction between positive and negative peace. Negative peace is defined as the absence of large-scale violence, where positive peace focuses on proactive measures to prevent conflict while fostering equity and inclusion. Beyond conflict management, peace involves respecting fundamental human rights, promoting harmonious coexistence, and embracing diversity to cultivate equitable relationships (Tilahun, 2015; Pinzon-Salcedo & Torres-Cuello, 2018). At its core, peace is grounded in the recognition of human dignity and the establishment of social conditions free from inequality, exclusion, and violence (UNESCO, 1999). This nuanced understanding of peace highlights the need for deliberate educational efforts to instill its values and practices, forming the foundation of peace education.
Peace education encompasses three interconnected but distinct concepts that are often used interchangeably: peacekeeping, peacemaking, and peacebuilding. Peacekeeping focuses on maintaining safety by preventing violence while ensuring methods do not harm individuals' mental health or well-being. Peacemaking addresses conflicts after they arise, emphasizing restorative practices like peer mediation and circle learning over punitive approaches. Peacebuilding takes a proactive approach to reducing barriers to learning, improving well-being, and fostering equity to create inclusive and cohesive communities. It involves addressing the root causes of conflict through dialogues, negotiations, and structural changes (Brooks & Hajir, 2020; Galtung, 1969; Harris & Morrison, 2013). By integrating these three dimensions, peace education seeks to integrate tolerance, conflict resolution, and understanding of diverse perspectives into its framework and aims to equip individuals and institutions with the tools necessary for sustainable peacebuilding, particularly in diverse and challenging social contexts.
Peace education adopts various approaches as educators strive to address diverse forms of violence within different social contexts. While various types of peace education target different goals and address distinct forms of violence, they share a common focus on the harm caused by violence and the need for strategies to counter it. The overarching aim of peace education is to equip individuals with conflict resolution skills, foster tolerance, and nurture positive relationships (Harris, 2002). However, research highlights significant gaps between the ideals expressed in the literature and the practical implementation of peace education in schools (Hamman 2017; Mwaniki 2013; Ndwandwe, 2021). These gaps underscore the importance of identifying specific needs and challenges in peace education practices, which this study seeks to address.

The primary aim of this study is to understand the needs within peace research and peace-related practices. It seeks to conduct a comprehensive needs analysis by identifying the educational, social, and psychological requirements of the program, drawing insights from academics who have conducted research or implemented peace-related programs in diverse countries and with various populations. Learning from individuals working on peacebuilding from diverse perspectives offers a valuable opportunity to identify and address these gaps, fostering a more comprehensive approach to future peace education initiatives. These diverse perspectives serve as a valuable tool for uncovering gaps in existing practices and shaping more effective and inclusive peace education strategies.

The study employs a qualitative phenomenological design to provide a comprehensive and in-depth understanding of the research problem (Creswell, 203). This design is ideal for capturing the lived experiences of individuals, focusing on how they perceive and interpret peacebuilding and related subjects such as violence, conflict resolution, and peace education (Creswell, 2013; Moustakas, 1994). Semi-structured interviews serve as the primary method of data collection, allowing for flexibility while ensuring the research remains focused on specific themes (Patton, 2015). A purposive sampling method (Creswell & Poth, 2018) was utilized to select researchers who have integrated peacebuilding and peace-related topics into their academic work and field practice. This deliberate selection ensures the study targets participants whose experiences are directly relevant. Ten academics participated in the interviews, providing diverse perspectives. A total of nine participants were interviewed, four males and six females have conducted peace-related studies in different countries such as Australia, Brazil, Canada, Scotland, Turkey, and Zimbabwe. All participants were specialized in diverse subject areas. One researcher focused on English language education, another approached their work from a critical sociological perspective, and the remaining seven researchers concentrated on educational issues directly. The participants' ages ranged from 32 to 51 years. The researcher developed an semi-structured interview protocol to examine the needs, challenges, and gaps in peace-related practices and research. This protocol underwent pilot testing and expert reviews to ensure its validity and reliability (Maxwell, 2012). Feedback on the interview protocol was provided by one academic from the Curriculum and Instruction Department at Middle East Technical University and another from the Psychology Department at Hacettepe University. Based on their input, the protocol was refined and finalized. Qualitative data collected from the interviews analyzed using content analysis, a systematic method for identifying recurring themes and patterns (Miles, Huberman, & Saldaña, 2014). The data collection process is ongoing; however, ten interviews started to be analyzed to present preliminary findings for submission. The data's credibility and trustworthiness are further enhanced through triangulation, and will be achieved by sharing transcribed data with one researcher from Hacettepe University for independent analysis, echoing Lincoln and Guba's (1985) principles of confirmability and dependability.

Preliminary results reveal three key themes: cultural competence, researcher positionality, and structural barriers. Participants emphasized that cultural competence is essential for effective peace-related research, highlighting importance of understanding local customs, traditions, and languages to build trust and foster meaningful connections with participants. Under the theme of researcher positionality, participants discussed how a researcher’s background, identity, and presence can significantly influence the research process, emphasizing the need for self-awareness and reflexivity in their work. Structural barriers emerged as a significant challenge, particularly in securing funding for peace research, which often prioritizes relational and human-centered approaches that may not align with traditional funding criteria. Even when funding is secured, participants noted difficulties in finding collaborators and addressing cultural complexities, underscoring the interconnected nature of these themes in peace-related academic work. This study was conducted at a single university. While the selected university actively engages in peace-related work, obtaining insights from institutions with varying levels of involvement in peace initiatives could offer a more comprehensive view. Moreover, including perspectives from other universities, particularly in different countries and cultural contexts, would provide a broader understanding of the issue. The interviews are ongoing; however, the number of participants remains limited at this stage. This research is significant as it provides critical insights into the challenges and opportunities in peace-related academic work, contributing to the advancement of peace education and research. By engaging with academics from diverse disciplines, the study captures a range of perspectives on addressing violence, conflict resolution, and peacebuilding, helping to bridge theoretical and practical gaps. It highlights the importance of culturally relevant and context-specific approaches in peace practices, offering actionable recommendations for improving peace education programs. Ultimately, it serves as a valuable resource for educators, policymakers, and researchers striving to promote a culture of peace and equity in educational and societal contexts.

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