Perception of Peace Education and its relationship with Social Development in a Peruvian youth organization: A Case Study - International Network of Students for Peace (Red Espaz Peru)

Abstract

This study aims to determine the relationship between the perception of peace education (PE) and social development (SD) among members of the International Student Network for Peace (Red Espaz) in Lambayeque, Peru, during 2022. The research, which employs a quantitative approach and a non-experimental correlational design, includes a sample of 128 participants aged 18 to 28 (technical team, speakers, and university volunteers). For the analysis, questionnaires validated by expert judgment  were used, demonstrating high reliability (Cronbach's alpha > 0.96) to measure perceptions of organizational, educational, and socialization processes. The results showed a strong positive correlation between the perception of PE actions and SD (Spearman's rho = 0.883). Consequently, it is concluded that there is a significant association between the implementation of educational strategies for peace and the perception of social development in the young volunteers of Red Espaz, highlighting the importance of the socialization process and how these promote youth leadership, a culture of non-violence and community well-being.

Introduction

In a global and Peruvian context marked by conflict, peace education (PE) stands as a crucial strategy for social development (SD). For this reason, this study aims to determine the statistical relationship between the perception of peace education strategies (organizational, educational, and socialization dimensions) and the perceived social development in Lambayeque, Peru, during 2022, as experienced by members of the Espaz Network. It is important to emphasize that this research does not seek to measure direct causal impact, but rather to analyze how the experience of these processes is associated with the perception of well-being and development among a volunteer youth population.

Method

This research adopted a quantitative approach with a non-experimental, descriptive-correlational design. The sample consisted of 128 participants (technical team, speakers, and volunteers) selected through stratified random sampling from a population of 190 agents. Regarding the sample, it is relevant to emphasize that it was composed predominantly of young students and professionals with an average age range of 18 to 28 years, distributed across three groups: technical team (5.26%), speakers (10.53%), and volunteers (84.21%). The latter were university students and young people who actively participate in the organization's training and social assistance programs.

The instruments used were two questionnaires, designed ad hoc, featuring a 5-point Likert scale. They were validated by experts and demonstrated excellent reliability (Cronbach's Alpha > 0.96). Data analysis included descriptive statistics and the non-parametric Spearman's Rho test for correlations, as the assumption of normality was not met.

In general terms, the peace education questionnaire consists of 18 items and assesses three dimensions: organizational process, educational process, and socialization process. Meanwhile, the social development questionnaire has 12 items through which it assesses the dimensions of non-violence, well-being, and development.

Results

The results indicated a generally positive assessment of both EP (mean=4.10/5) and DS (mean=4.30/5). Hypothesis testing revealed a very high and significant positive correlation between the two variables (rho=0.883, p<0.05). All dimensions of EP correlated significantly with DS, with the Socialization Process (networks, scholarships, exchanges) showing the strongest association (rho=0.936). The Organizational Process showed the lowest correlation (rho=0.737), with goal setting specifically identified as an area for improvement.

Conclusions

Through analysis of the results, a significant and strong relationship was found between the perception of Peace Education and Social Development within the Espaz Network. However, this does not imply direct causality, but it does demonstrate that volunteers associate their participation in educational and socialization programs with greater well-being and personal development.