Peace education has become an essential domain for addressing conflict, fostering reconciliation, and promoting inclusive societies. While theoretical frameworks such as Allport’s Contact Hypothesis emphasize the role of sustained intercultural interaction in reducing prejudice, contemporary peace education has expanded to encompass pedagogical models that integrate civic engagement, environmental awareness, and critical consciousness. Despite the centrality of pedagogy in shaping program outcomes, the ways in which teaching methods are selected, adapted, and implemented remain underexplored in scholarly literature. This study examines pedagogical practices within Israeli-Palestinian youth programs, highlighting how content, ideology, and instructional strategies interact to influence participant experiences. Drawing on existing research in comparative and civic education, the analysis underscores the potential and limitations of different teaching approaches in promoting meaningful dialogue, empathy, and pluralistic engagement across divided communities. Findings suggest that while direct contact can disrupt stereotypes and build understanding, the success of such interventions critically depends on careful pedagogical design that negotiates ideological tensions and creates space for genuine intercultural learning. By foregrounding the pedagogical dimension, this study contributes to a more nuanced understanding of how peace education initiatives can effectively foster justice, mutual understanding, and transformative social learning
Eliyahu David Tchelet (2026) studied this question.