Project – The Impact of Christian Religious Studies on the Promotion of Peaceful Coexistence among Secondary School Students in Plateau, Jos
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Peaceful coexistence remains one of the fundamental prerequisites for sustainable national development, social harmony, and educational advancement. Every society aspires to create an environment where individuals from different religious, ethnic, cultural, and socio-economic backgrounds can live together in mutual respect, tolerance, justice, and cooperation. In educational institutions, peaceful coexistence is particularly important because schools serve as miniature societies where students from diverse backgrounds interact daily. These interactions significantly influence students’ moral development, interpersonal relationships, academic achievement, and preparation for responsible citizenship. Consequently, schools are expected not only to impart academic knowledge but also to cultivate values that promote peace, unity, tolerance, forgiveness, justice, and respect for human dignity (UNESCO, 2021).
The Nigerian educational system recognizes character formation as one of its major objectives. According to the National Policy on Education, education should develop responsible, morally upright, self-reliant, and socially useful citizens capable of contributing meaningfully to national unity and development (Federal Republic of Nigeria [FRN], 2014). This objective underscores the importance of moral and religious education in shaping students’ attitudes and behaviours. Christian Religious Studies (CRS), as one of the core religious education subjects offered in Nigerian secondary schools, occupies a strategic position in achieving this objective because it provides biblical teachings that emphasize love, peace, forgiveness, justice, reconciliation, humility, honesty, tolerance, and responsible living.
Christian Religious Studies is more than an academic discipline devoted to studying biblical history and Christian doctrines. Rather, it is intended to facilitate moral transformation through the application of biblical principles to everyday life. The Nigerian Educational Research and Development Council (NERDC, 2013) designed the Senior Secondary School CRS curriculum to enable learners to understand God’s relationship with humanity, appreciate Christian moral values, develop responsible citizenship, and demonstrate positive attitudes toward peaceful living within society. Thus, CRS seeks to integrate cognitive learning with moral formation by encouraging students to practice biblical teachings in their interactions with others.
The Bible consistently presents peace as one of God’s central purposes for humanity. Throughout both the Old and New Testaments, believers are instructed to pursue peace, reconciliation, justice, compassion, forgiveness, and love. Jesus Christ emphasized peace-making when He declared, “Blessed are the peacemakers, for they shall be called the children of God” (Matthew 5:9, New International Version). Similarly, the Apostle Paul encouraged Christians, “If it is possible, as far as it depends on you, live at peace with everyone” (Romans 12:18). These biblical teachings illustrate that Christianity views peaceful coexistence not merely as the absence of conflict but as the presence of harmonious relationships characterized by mutual respect, justice, compassion, and love.
Peaceful coexistence within schools involves students’ ability to interact positively with classmates, teachers, and other members of the school community irrespective of differences in religion, ethnicity, language, gender, or socio-economic status. It includes tolerance, mutual understanding, cooperation, empathy, respect for diversity, non-violence, conflict resolution, and responsible communication. Schools that successfully cultivate these values generally experience fewer cases of bullying, violence, discrimination, examination malpractice, cultism, vandalism, and other forms of antisocial behaviour. Consequently, peaceful coexistence contributes significantly to creating a conducive environment for effective teaching and learning (UNESCO, 2021).
Nigeria is one of the most culturally and religiously diverse countries in Africa. With over 250 ethnic groups and adherents of different religious traditions, peaceful coexistence remains indispensable for national stability and development. However, the country has experienced numerous incidents of communal conflicts, ethno-religious violence, political instability, terrorism, farmer-herder conflicts, youth restiveness, and social tensions. These conflicts have affected communities, educational institutions, and the psychological well-being of young people. Scholars argue that sustainable peace cannot be achieved solely through security measures but requires deliberate investment in peace education, moral development, and value-based learning that addresses the underlying causes of intolerance and violence (Galtung, 1996).
Among Nigerian states, Plateau State occupies a unique position because of its rich cultural diversity and historical significance. The state is home to numerous ethnic groups and religious communities that have coexisted for decades. Nevertheless, Plateau State, particularly Jos Metropolis, has experienced recurring episodes of ethno-religious conflicts that have resulted in loss of lives, destruction of property, displacement of families, interruption of educational activities, and deterioration of intergroup trust. These conflicts have affected students directly and indirectly by exposing them to fear, prejudice, discrimination, trauma, and social divisions. Consequently, educational institutions within Plateau State have increasingly assumed responsibility for promoting values capable of strengthening peaceful coexistence among young people.
Secondary schools in Jos bring together students from diverse religious, ethnic, linguistic, and socio-economic backgrounds. This diversity presents opportunities for mutual learning and cultural enrichment while simultaneously creating challenges associated with misunderstanding, stereotyping, prejudice, discrimination, and conflict. Schools therefore serve as important environments where students learn attitudes and behaviours that shape their future relationships within society. Christian Religious Studies possesses enormous potential for promoting positive interpersonal relationships because its teachings emphasize love for God and neighbour, forgiveness, reconciliation, justice, humility, patience, tolerance, and peaceful conflict resolution.
One of the central teachings of Christianity is love. Jesus summarized the entire law by commanding His followers to love God wholeheartedly and to love their neighbours as themselves (Matthew 22:37–40). Love, according to biblical teaching, transcends ethnic, religious, social, and cultural boundaries. The parable of the Good Samaritan (Luke 10:25–37) demonstrates that genuine neighbourliness involves compassion, kindness, and practical assistance regardless of differences in identity or background. These teachings provide a strong moral foundation for promoting peaceful coexistence among students in culturally diverse educational settings such as Plateau State.
Forgiveness also occupies a prominent position within Christian ethics. Jesus instructed His followers to forgive repeatedly (Matthew 18:21–22), while Paul encouraged believers to forgive one another as Christ forgave them (Ephesians 4:32). Forgiveness contributes significantly to conflict resolution because it breaks cycles of revenge, resentment, hatred, and retaliation. Students who internalize biblical teachings on forgiveness are more likely to resolve interpersonal disagreements peacefully rather than resorting to violence or hostility.
Another important biblical value relevant to peaceful coexistence is justice. Scripture consistently portrays God as a God of justice who requires His people to uphold fairness, honesty, equity, and compassion toward others (Micah 6:8). Educational environments that promote justice and fairness create stronger feelings of belonging, trust, and cooperation among students. Christian Religious Studies therefore encourages learners to reject discrimination, favoritism, oppression, and prejudice while embracing equality and mutual respect.
Theoretical perspectives also support the role of religious education in promoting peaceful coexistence. Bandura’s (1986) Social Learning Theory explains that individuals acquire attitudes and behaviours through observation, imitation, and reinforcement. Students who consistently observe teachers demonstrating forgiveness, empathy, fairness, honesty, tolerance, and peaceful conflict resolution are likely to imitate these behaviours. Likewise, Allport’s (1954) Contact Theory suggests that meaningful interaction among diverse groups under supportive conditions reduces prejudice and promotes positive relationships. Schools provide ideal environments where such positive interactions can occur, particularly when reinforced through Christian Religious Studies instruction.
Educational researchers increasingly acknowledge that schools should provide not only academic knowledge but also social-emotional competencies necessary for peaceful living. UNESCO (2023) emphasizes that peace education promotes empathy, critical thinking, intercultural understanding, respect for diversity, and responsible citizenship. Similarly, the United Nations Sustainable Development Goal 4.7 encourages education systems to promote peace, global citizenship, human rights, cultural diversity, and sustainable development (United Nations, 2015). Christian Religious Studies aligns closely with these international educational objectives because it emphasizes moral transformation through biblical teachings.
Teachers play a crucial role in translating Christian values into students’ everyday experiences. Beyond classroom instruction, CRS teachers model behaviours that influence students’ perceptions of peace, justice, tolerance, and reconciliation. Teachers who consistently demonstrate fairness, patience, compassion, humility, and respect create classroom climates that encourage peaceful interactions. Conversely, inconsistency between teachers’ instruction and personal conduct may reduce the effectiveness of moral education.
Parents and religious institutions equally influence students’ attitudes toward peaceful coexistence. Families constitute children’s first environment for learning respect, cooperation, honesty, tolerance, and empathy. Churches reinforce these values through worship services, Bible studies, youth fellowships, discipleship programmes, and community outreach activities. Effective collaboration among schools, families, and churches therefore strengthens moral development and reinforces positive behavioural outcomes among adolescents (Epstein, 2018).
Despite the recognized importance of Christian Religious Studies, concerns remain regarding whether its objectives are fully realized within Nigerian secondary schools. Although students often demonstrate adequate cognitive knowledge of biblical narratives, many continue to exhibit behaviours inconsistent with Christian values, including bullying, intolerance, violence, dishonesty, discrimination, disrespect, examination malpractice, and hostility toward peers from different backgrounds. This apparent gap between biblical knowledge and behavioural practice raises important questions regarding the effectiveness of Christian Religious Studies in promoting peaceful coexistence among secondary school students.
Several empirical studies have examined moral education, religious education, peace education, and character development in Nigeria. However, comparatively few studies have specifically investigated the impact of Christian Religious Studies on the promotion of peaceful coexistence among secondary school students within Plateau State, particularly in Jos, where issues relating to intergroup harmony remain socially significant. This gap in literature necessitates further investigation.
Given the recurring need to strengthen unity, tolerance, reconciliation, and peaceful living among young people in Plateau State, Christian Religious Studies offers a valuable platform for cultivating biblical values capable of promoting harmonious relationships. Understanding the extent to which CRS contributes to peaceful coexistence among secondary school students will provide useful information for teachers, school administrators, curriculum developers, churches, parents, policymakers, and educational researchers. It is against this background that this study seeks to examine the impact of Christian Religious Studies on the promotion of peaceful coexistence among secondary school students in Jos, Plateau State.
1.2 Statement of the Problem
Peaceful coexistence is an indispensable condition for effective teaching and learning, social stability, and national development. Schools are expected to provide an environment where students from different religious, ethnic, cultural, and socio-economic backgrounds interact peacefully, develop mutual respect, and acquire values that prepare them for responsible citizenship. In Nigeria, Christian Religious Studies (CRS) was introduced into the secondary school curriculum not only to impart biblical knowledge but also to promote moral development, character formation, tolerance, forgiveness, justice, love, and peaceful living. The subject is therefore expected to influence students’ attitudes and behaviours positively, enabling them to become agents of peace within their schools and communities (FRN, 2014; NERDC, 2013).
Despite these objectives, the reality in many Nigerian secondary schools suggests that peaceful coexistence among students remains a significant challenge. Cases of bullying, physical violence, verbal abuse, ethnic discrimination, religious intolerance, cyberbullying, examination malpractice, gang-related activities, disrespect for teachers, and other forms of antisocial behaviour continue to be reported. These behaviours undermine the learning environment, reduce students’ sense of security, and weaken the moral values that schools are expected to instill. The persistence of these problems raises concerns about the effectiveness of existing moral and religious education programmes in promoting harmonious interpersonal relationships among students.
The situation is particularly important in Plateau State, especially in Jos, where historical experiences of ethno-religious tensions have influenced social interactions among different communities. Although many secondary school students were born after some of the major crises, they continue to live within communities where memories of conflict, mistrust, stereotypes, and social divisions still exist. Such environments may consciously or unconsciously shape students’ attitudes toward individuals from different ethnic or religious backgrounds. Consequently, schools in Jos carry an enormous responsibility of promoting values capable of fostering reconciliation, mutual respect, tolerance, forgiveness, and peaceful coexistence among young people.
Christian Religious Studies provides biblical teachings that encourage peace, love, forgiveness, reconciliation, justice, humility, compassion, and respect for the dignity of every human being. Jesus Christ consistently emphasized peaceful relationships, teaching His followers to love their neighbours, forgive offenders, resolve conflicts peacefully, and become peacemakers (Matthew 5:9; Matthew 22:37–40). The Apostle Paul similarly encouraged believers to maintain unity, patience, humility, and peace in their relationships with others (Ephesians 4:1–3; Romans 12:18). These teachings suggest that students who properly understand and apply biblical principles should demonstrate attitudes that promote peaceful coexistence both within and outside the school environment.
However, observations in many secondary schools indicate that the moral objectives of Christian Religious Studies are not always reflected in students’ daily behaviour. Many students who successfully pass CRS examinations still engage in acts inconsistent with biblical teachings, including fighting, intolerance, dishonesty, disrespect, hatred, discrimination, revenge, and other forms of misconduct. This apparent disconnect between knowledge of Christian teachings and actual behavioural practice raises questions regarding the effectiveness of CRS instruction in achieving its intended objectives of character formation and peacebuilding.
Another major concern is that the teaching of Christian Religious Studies in some schools has become largely examination-oriented. Teachers often emphasize biblical facts, memory work, and preparation for external examinations while giving limited attention to practical application of biblical principles to contemporary social issues such as conflict resolution, peaceful coexistence, tolerance, and responsible citizenship. Consequently, students may acquire theoretical knowledge of Scripture without developing corresponding values and attitudes necessary for peaceful living.
Furthermore, factors such as peer influence, social media exposure, family instability, economic hardship, political polarization, religious extremism, and cultural stereotypes increasingly shape adolescents’ attitudes and behaviours. These external influences sometimes contradict biblical values taught in Christian Religious Studies classrooms, thereby reducing the effectiveness of religious instruction in promoting peaceful coexistence. There is therefore a need to determine whether CRS continues to exert significant influence on students despite these competing social influences.
Previous studies conducted in Nigeria have examined moral education, religious instruction, peace education, value orientation, character development, and conflict resolution among students. However, many of these studies focused on general moral education, civic education, school discipline, or religious tolerance without specifically investigating the contribution of Christian Religious Studies to promoting peaceful coexistence among secondary school students in Plateau State. Similarly, limited empirical attention has been given to Jos, a city whose socio-cultural and religious diversity makes peaceful coexistence particularly important for educational development and community stability.
In addition, many interventions aimed at promoting peace among young people have concentrated on government policies, security measures, conflict management programmes, and community dialogue initiatives. While these interventions remain important, relatively less attention has been devoted to the role of formal religious education within secondary schools as a long-term strategy for cultivating values that prevent conflict before it occurs. Since Christian Religious Studies emphasizes internal moral transformation rather than external behavioural control, examining its impact on peaceful coexistence becomes necessary.
The consequences of failing to promote peaceful coexistence among secondary school students extend beyond the classroom. Students who develop attitudes of intolerance, prejudice, hostility, and violence may carry such behaviours into adulthood, thereby perpetuating social divisions and undermining national unity. Conversely, students who embrace biblical values of love, justice, forgiveness, humility, respect, and peaceful conflict resolution are more likely to contribute positively to their communities and become responsible leaders capable of fostering sustainable peace.
Given these concerns, there is a need to empirically investigate the extent to which Christian Religious Studies contributes to the promotion of peaceful coexistence among secondary school students in Jos, Plateau State. Such evidence will assist teachers, school administrators, curriculum developers, churches, parents, educational planners, and policymakers in strengthening the teaching of Christian Religious Studies as an instrument for peacebuilding, moral development, and national integration. It is against this background that this study seeks to examine the impact of Christian Religious Studies on the promotion of peaceful coexistence among secondary school students in Jos, Plateau State.
1.3 Aim of the Study
The main aim of this study is to examine the impact of Christian Religious Studies on the promotion of peaceful coexistence among secondary school students in Jos, Plateau State.
1.4 Objectives of the Study
The specific objectives of the study are to:
- examine the impact of Christian Religious Studies on students’ attitudes toward peaceful coexistence in selected secondary schools in Jos, Plateau State.
- determine the influence of Christian Religious Studies on students’ tolerance and respect for religious and ethnic diversity.
- assess the contribution of Christian Religious Studies to conflict resolution and reconciliation among secondary school students.
- examine the relationship between Christian Religious Studies and the promotion of mutual love, cooperation, and harmonious interpersonal relationships among students.
1.5 Research Questions
The study seeks to answer the following research questions:
- What impact does Christian Religious Studies have on students’ attitudes toward peaceful coexistence in secondary schools in Jos?
- To what extent does Christian Religious Studies promote tolerance and respect for religious and ethnic diversity among students?
- How does Christian Religious Studies contribute to conflict resolution and reconciliation among secondary school students?
- What relationship exists between Christian Religious Studies and the promotion of mutual love, cooperation, and harmonious interpersonal relationships among students?
1.6 Research Hypothesis
H₀: Christian Religious Studies has no significant impact on the promotion of peaceful coexistence among secondary school students in Jos, Plateau State.
1.7 Significance of the Study
This study is significant because peaceful coexistence remains one of the most essential conditions for educational development, social stability, national unity, and sustainable development. In a multicultural and multi-religious society such as Nigeria, the ability of young people to live peacefully with one another irrespective of ethnic, religious, cultural, or socio-economic differences is indispensable for building a united and prosperous nation. Christian Religious Studies (CRS), through its emphasis on biblical teachings of love, forgiveness, justice, humility, reconciliation, compassion, tolerance, and peace, has the potential to shape students into responsible citizens who promote harmonious relationships within their schools and communities. Consequently, the findings of this study will contribute to educational practice, Christian theology, peace education, curriculum development, and national integration.
The study will be beneficial to students, who are the primary beneficiaries of Christian Religious Studies instruction. The findings are expected to deepen students’ understanding of biblical teachings relating to peace, forgiveness, tolerance, justice, reconciliation, servant leadership, and love for one’s neighbour. Through greater appreciation of these Christian values, students may become more committed to resolving conflicts peacefully, respecting differences, avoiding violence, rejecting discrimination, and promoting harmonious interpersonal relationships within their schools and society. The study may also encourage students to recognize peaceful coexistence as a practical Christian responsibility rather than merely an academic concept.
The findings will equally benefit Christian Religious Studies teachers. Teachers play a critical role in translating biblical knowledge into practical life experiences for students. This study will provide useful information on how biblical teachings can be effectively integrated into classroom instruction, counselling, mentoring, classroom management, and extracurricular activities aimed at promoting peace and positive character development. It will also encourage teachers to adopt learner-centred and value-oriented instructional approaches that emphasize practical application of biblical principles rather than mere preparation for external examinations.
The study will also be valuable to school principals and administrators. School leaders are responsible for creating learning environments characterized by safety, fairness, respect, cooperation, and mutual understanding. The findings may assist principals in designing school policies, disciplinary procedures, peace clubs, mediation programmes, and leadership initiatives that reinforce biblical values of justice, tolerance, forgiveness, reconciliation, and peaceful conflict resolution. Such initiatives can contribute to reducing bullying, violence, discrimination, and other forms of antisocial behaviour among students.
The research will be beneficial to parents and guardians, who serve as children’s first teachers and moral role models. The findings may encourage parents to reinforce biblical teachings on peaceful coexistence within their homes by demonstrating love, patience, forgiveness, respect, humility, and responsible conflict resolution. Improved collaboration between families and schools may strengthen students’ moral development and promote consistency between home and school values.
The study is equally significant to churches and Christian organizations involved in youth development. Churches play an indispensable role in nurturing moral values through Sunday schools, youth fellowships, Bible studies, leadership training, discipleship programmes, and community outreach. The findings of this study may help church leaders develop programmes that intentionally equip young people with biblical principles for peacebuilding, reconciliation, forgiveness, and responsible citizenship. Such programmes can complement the work of schools in promoting peaceful coexistence among adolescents.
The study will provide useful information to the Nigerian Educational Research and Development Council (NERDC) and other curriculum developers responsible for reviewing the Christian Religious Studies curriculum. Findings from the research may support greater emphasis on practical peace education, conflict resolution, reconciliation, servant leadership, tolerance, and character formation within the CRS curriculum. Curriculum developers may also identify opportunities to strengthen instructional materials that encourage students to apply biblical teachings to contemporary social challenges.
The findings will also benefit educational policymakers, including the Federal Ministry of Education, the Plateau State Ministry of Education, the Plateau State Universal Basic Education Board (SUBEB), and educational quality assurance agencies. The study may provide empirical evidence that supports policies promoting value-based education, peace education, moral instruction, and character development within Nigerian secondary schools. Such policies can contribute to strengthening national unity and reducing conflict among young people.
The study will contribute significantly to the field of peace education by demonstrating the relationship between religious education and peaceful coexistence. While peacebuilding is often discussed within political, legal, and security contexts, this research highlights the educational dimension of sustainable peace. It reinforces the understanding that enduring peace is cultivated through the transformation of individual attitudes, values, and behaviours, beginning with young people in educational institutions.
The study will further enrich the discipline of Christian Religious Studies and Theology. It demonstrates the practical relevance of biblical teachings in addressing contemporary societal challenges, particularly those relating to intolerance, violence, prejudice, discrimination, and social division. By examining CRS within the context of peacebuilding, the study contributes to theological scholarship on applied Christianity and the role of biblical ethics in nation-building.
This research will also contribute to the growing body of knowledge in Educational Administration, Guidance and Counselling, Religious Education, Sociology of Education, and Development Studies. It provides empirical evidence that future researchers may use as a reference for studies relating to moral education, religious instruction, conflict resolution, intercultural education, social cohesion, and youth development. The study may also stimulate further research in other regions of Nigeria where issues of peaceful coexistence remain relevant.
From a societal perspective, the study is important because Nigeria’s future depends largely on the values acquired by today’s young people. Students who internalize biblical principles of love, forgiveness, humility, justice, tolerance, compassion, honesty, and peaceful conflict resolution are more likely to become responsible citizens, ethical professionals, community leaders, and public servants who contribute positively to national development. Therefore, strengthening Christian Religious Studies as an instrument for promoting peaceful coexistence has implications that extend far beyond the classroom.
The study also possesses international relevance because it aligns with the United Nations Sustainable Development Goal 4, which promotes inclusive and equitable quality education, and Sustainable Development Goal 16, which advocates peaceful, just, and inclusive societies (United Nations, 2015). By promoting values that encourage mutual respect, tolerance, reconciliation, and peaceful living, Christian Religious Studies contributes to achieving these global development objectives within the Nigerian educational context.
Finally, the findings of this study will specifically benefit secondary schools in Jos, Plateau State, where promoting peaceful coexistence remains particularly important because of the state’s rich cultural and religious diversity. The study is expected to provide practical recommendations capable of strengthening harmony among students from different backgrounds and enhancing the role of schools as centres for peacebuilding, moral development, and national integration.
1.8 Scope of the Study
This study is delimited to examining the impact of Christian Religious Studies on the promotion of peaceful coexistence among secondary school students in Jos, Plateau State, Nigeria.
The study focuses on Christian Religious Studies as the independent variable, while promotion of peaceful coexistence among secondary school students constitutes the dependent variable.
Specifically, the study examines how the teachings of Christian Religious Studies influence students’ attitudes toward peace, tolerance, forgiveness, reconciliation, respect for religious and ethnic diversity, cooperation, conflict resolution, love for one another, mutual understanding, and harmonious interpersonal relationships.
Geographically, the study is restricted to selected public and private secondary schools within Jos Metropolis, Plateau State. Jos was selected because of its diverse ethnic and religious composition and the need to strengthen peacebuilding initiatives among young people within the educational system.
The study is limited to Senior Secondary School (SSS I–III) students, who are considered mature enough to understand Christian teachings and provide reliable responses concerning peaceful coexistence and interpersonal relationships.
1.9 Operational Definition of Terms
Christian Religious Studies (CRS): A school subject that teaches the Bible, Christian doctrines, ethical principles, and moral values with the objective of promoting spiritual growth, character development, responsible citizenship, and practical application of biblical teachings in everyday life.
Peaceful Coexistence: The ability of individuals from different religious, ethnic, cultural, and socio-economic backgrounds to live together harmoniously with mutual respect, tolerance, understanding, cooperation, justice, forgiveness, and non-violence.
Peace Education: The process of equipping learners with the knowledge, values, attitudes, and skills required to prevent conflict, resolve disputes peacefully, promote reconciliation, and sustain harmonious relationships within society.
Tolerance: The willingness to respect, appreciate, and peacefully accept differences in religion, ethnicity, culture, opinions, beliefs, and social background without discrimination or hostility.
Conflict Resolution: The peaceful process of addressing disagreements through dialogue, understanding, forgiveness, reconciliation, negotiation, mediation, and mutual respect rather than violence or retaliation.
Reconciliation: The restoration of friendly relationships between individuals or groups after conflict through forgiveness, repentance, mutual understanding, and renewed trust.
Secondary School Students: Learners enrolled in Junior or Senior Secondary Schools under the Nigerian educational system. In this study, the respondents are limited to Senior Secondary School students in selected schools within Jos Metropolis.
Moral Values: Ethical principles that guide acceptable behaviour, including honesty, integrity, love, justice, humility, compassion, forgiveness, obedience, responsibility, and respect for others, as taught in the Holy Bible.
National Integration: The process of promoting unity, cooperation, mutual trust, and peaceful relationships among citizens from different ethnic, religious, and cultural backgrounds for sustainable national development.
Attitude: A learned tendency or disposition that influences an individual’s beliefs, feelings, and behaviours toward people, situations, or issues. In this study, it refers to students’ disposition toward living peacefully with others regardless of religious, ethnic, or cultural differences.
Project – The Impact of Christian Religious Studies on the Promotion of Peaceful Coexistence among Secondary School Students in Plateau, Jos
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