Islamic Religious Education as a Foundation for Peaceful School Culture and Conflict Prevention
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Abstract
School violence requires educational responses that address both students’ moral development and the social environment in which harmful behavior emerges. This article examines how Islamic Religious Education can internalize the values of peace, patience, and compassion and how these values contribute to developing a nonviolent school culture and preventing conflict. An integrative literature review was employed to synthesize scholarship on Islamic education, peace education, school violence, bullying prevention, and school climate. The synthesis indicates that peace provides a moral orientation for nonviolent interaction and conflict resolution, patience strengthens self-regulation under emotional pressure, and compassion develops sensitivity to the dignity and vulnerability of others. These values are internalized through moral understanding, teacher modeling, dialogue, habituation, reflection on conflict, and peer interaction. Their contribution becomes stronger when classroom learning is supported by consistent school norms, protective reporting mechanisms, nonviolent discipline, victim support, constructive conflict resolution, and responsible peer behavior. Islamic Religious Education can consequently serve as a moral foundation for violence prevention when religious learning is connected systematically with everyday relationships and institutional practices throughout the school.
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