Project – The Influence of Christian Religious Studies on Students’ Attitudes towards Peaceful Coexistence and Conflict Resolution: A Study of Selected Secondary Schools in Ogun State, Nigeria

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Peaceful coexistence is an important condition for the stability, development and sustainability of any society. It involves the capacity of individuals and groups with different religious, ethnic, cultural, social and economic backgrounds to live together through mutual respect, tolerance, cooperation, justice and non-violent interaction. Conflict, on the other hand, is a normal feature of social relationships because individuals and groups may have different interests, values, perceptions and expectations. The important issue is therefore not necessarily the complete elimination of conflict, but the development of attitudes, skills and institutional mechanisms through which disagreements can be managed constructively without violence. Contemporary peace education similarly emphasises knowledge, values, attitudes and behaviours that enable learners to prevent violence, resolve conflicts peacefully and contribute to a culture of peace.

Education occupies a strategic position in developing these attitudes because schools constitute important socialisation environments. Students spend a substantial proportion of their formative years in educational institutions, where they interact with individuals from different family, ethnic, religious and socioeconomic backgrounds. The school therefore provides opportunities for young people to learn not only academic knowledge but also values concerning respect, responsibility, cooperation, tolerance and peaceful relationships. UNESCO (2023) observes that education can contribute to peace by helping learners understand difficult histories, develop shared understandings and acquire values necessary for preventing atrocities and living together peacefully. Nigeria has consequently been working toward the development of a national peace education curriculum with the support of UNESCO.

The Nigerian educational system recognises the importance of values education. The Nigerian Educational Research and Development Council (NERDC) places Christian Religious Studies (CRS) within the Religion and National Values curriculum structure. The NERDC curriculum portal identifies CRS alongside Civic Education, Islamic Studies, Security Education and Social Studies as subjects within the Religion and National Values group. This positioning demonstrates that religious and values education is expected to contribute to broader educational objectives extending beyond the acquisition of religious knowledge.

Christian Religious Studies is particularly concerned with the study of Christian beliefs, biblical teachings, moral principles and their implications for individual and social behaviour. In the Nigerian secondary-school context, CRS is intended to expose students to biblical teachings and values that can influence their character, relationships and responsibilities toward others. The NERDC curriculum for Junior Secondary School, for example, includes themes concerning relationships in the family, school, church and community. Such curriculum content provides a potential foundation for developing students’ attitudes toward harmonious relationships and responsible social behaviour.

The relevance of CRS to peaceful coexistence can be linked to central Christian teachings concerning love, forgiveness, reconciliation, humility, justice, compassion, service and respect for others. The teaching of Jesus, for example, places considerable emphasis on peacemaking, reconciliation and love of one’s neighbour. The Sermon on the Mount presents peacemaking as a positive moral responsibility, while other biblical passages emphasise forgiveness, reconciliation and the avoidance of retaliation. These teachings can potentially influence students’ perceptions of how disagreements should be managed.

The Christian emphasis on love is particularly relevant to peaceful coexistence. The biblical command to love one’s neighbour provides a moral basis for recognising the dignity and worth of other people. When students are taught to regard others as deserving of respect regardless of differences, such teaching may contribute to attitudes of tolerance and cooperation. Similarly, the Christian principle of treating others as one would wish to be treated provides a basis for empathy and reciprocal respect.

Forgiveness is another important Christian principle with implications for conflict resolution. Interpersonal conflicts among students may arise from insults, misunderstandings, competition, bullying, rumours, social exclusion or disagreements. If students are taught to respond to wrongdoing through forgiveness, reconciliation and constructive dialogue rather than revenge, CRS may contribute to the development of peaceful approaches to resolving such conflicts.

The principle of reconciliation is equally important. Conflict resolution requires parties to move beyond the immediate disagreement toward restoring relationships where possible. Christian teachings emphasise reconciliation as a desirable response to interpersonal conflict. Such teachings can help students understand that winning an argument or defeating an opponent is not necessarily the most constructive outcome. Instead, restoring relationships and preventing future hostility may be more important.

Christian teachings on humility and self-control can also contribute to conflict management. Conflicts can escalate when individuals respond impulsively to provocation. Teaching students to exercise patience, control anger, listen to others and avoid revenge may therefore help develop behaviours conducive to peaceful coexistence. Such values are particularly relevant within secondary schools, where students are developing social identities and learning to negotiate relationships with peers.

The role of CRS is consequently not limited to religious instruction. It can also serve as a mechanism for moral and character formation. Religious education can influence students’ understanding of right and wrong, responsibility toward others and appropriate responses to difficult social situations. When effectively taught, CRS can potentially provide students with moral frameworks that guide their behaviour both inside and outside the classroom.

However, the effectiveness of CRS in achieving these outcomes depends substantially on the manner in which it is taught. Teaching religious concepts solely as information to be memorised for examinations may have limited influence on students’ everyday behaviour. If students are expected merely to recall biblical passages without critically examining their relevance to contemporary conflicts, the potential contribution of CRS to peacebuilding may not be fully realised.

Effective teaching of CRS for peaceful coexistence therefore requires approaches that connect biblical teachings with students’ lived experiences. Teachers can use discussion, case studies, role-play, group activities, debates and reflective exercises to enable students to apply Christian principles to real-life situations. Such approaches can help students understand how concepts such as forgiveness, tolerance, justice and reconciliation can be translated into practical behaviour.

This is particularly important because attitudes are not formed exclusively through the acquisition of factual knowledge. Students may know that forgiveness is a Christian virtue but nevertheless respond aggressively when personally provoked. The educational challenge is therefore to move from knowledge to internalised attitudes and behaviours. CRS has the potential to contribute to this process when classroom learning is connected to practical experiences and meaningful reflection.

Peaceful coexistence is particularly important within Nigeria because the country is characterised by considerable religious, ethnic, linguistic and cultural diversity. Diversity can enrich society, but differences can also become sources of tension when combined with prejudice, discrimination, competition for resources, political mobilisation or intolerance. The development of young people’s capacity to interact peacefully across these differences is therefore an important educational objective.

The continuing relevance of peace education in Nigeria is demonstrated by recent national initiatives. UNESCO reported in 2023 that Nigerian education officials met to discuss the development of the country’s first national peace education curriculum, with the objective of helping students understand Nigeria’s complex history and acquire values necessary for preventing atrocities and living together peacefully. This development underscores the recognition that education can be used as a long-term mechanism for addressing violence and promoting social cohesion.

The NERDC curriculum structure also explicitly recognises peace and conflict resolution as educational concerns. Its curriculum portal indicates that peace and conflict resolution content is infused into Civic Education, Social Studies and Security Education themes. Although CRS is a distinct subject, its moral and biblical content can complement these broader peace-oriented educational objectives.

The relevance of religious education is especially significant because religion can influence students’ values, worldviews and interpretations of social relationships. In a religiously diverse society, however, religious education must be approached in a manner that promotes respect rather than hostility toward people of different beliefs. CRS can contribute positively to peaceful coexistence when its teachings are presented as principles of love, justice, compassion, forgiveness, service and respect rather than as grounds for religious superiority.

This distinction is important because religion can have both constructive and destructive social consequences. Religious teachings can inspire compassion, social responsibility, reconciliation and service, but religious identities can also become sources of division when accompanied by intolerance or exclusivism. The educational process must therefore encourage students to understand the peaceful and ethical dimensions of their faith while developing respect for others.

The role of teachers is consequently central. CRS teachers serve not only as transmitters of biblical knowledge but also as behavioural models. Students may be influenced by how teachers handle disagreements, treat students from different backgrounds, respond to mistakes and demonstrate fairness. A teacher who teaches forgiveness but responds harshly to students may undermine the lesson’s practical credibility. Conversely, teachers who model patience, fairness and respect can reinforce the values taught in the curriculum.

School climate also matters. Even when CRS promotes peace, tolerance and reconciliation, students’ attitudes may be influenced by peer groups, family experiences, social media, community conflicts and broader societal attitudes. The impact of classroom instruction should therefore be understood within the broader social environment in which students develop.

Secondary-school students constitute an especially important population for studying these issues. Adolescence is a formative stage during which individuals develop stronger personal identities, moral reasoning and social relationships. Attitudes formed during this period may influence future participation in communities and civic life. Developing constructive approaches to conflict among secondary-school students can therefore have implications beyond the immediate school environment.

The Ogun State context provides a valuable setting for examining these issues. Ogun State is one of Nigeria’s economically active southwestern states and contains communities with diverse social, religious and cultural characteristics. Its proximity to Lagos and its substantial educational, commercial and industrial activities expose young people to diverse social influences. Schools within the state therefore provide important environments for examining how religious education may influence students’ attitudes toward peaceful coexistence.

There is also empirical evidence demonstrating that peace-oriented education is relevant within Ogun State. A study of Junior Secondary School students in Ogun State examined learning strategies in the peace-education aspect of Social Studies and included students’ attitudes toward peace and conflict-resolution skills among its outcomes. The study involved 99 students from three schools and measured achievement, attitudes and conflict-resolution skills. This evidence demonstrates that peace education has already received scholarly attention within Ogun State, although the study focused on Social Studies rather than specifically on Christian Religious Studies.

This distinction creates an important research opportunity. If peace education can influence students’ knowledge, attitudes and conflict-resolution skills, it is reasonable to investigate whether CRS, through its emphasis on Christian moral principles, also contributes to these outcomes. CRS has a distinctive pedagogical and moral content that differs from Social Studies, Civic Education and other subjects.

The relationship between CRS and peaceful coexistence can also be understood through the broader objectives of education. Education is expected to contribute to the development of responsible citizens who can participate constructively in society. A student who performs well academically but lacks tolerance, empathy and conflict-management skills may still create difficulties within the school and community. Consequently, educational quality should include moral and social development alongside academic achievement.

Christian Religious Studies can potentially contribute to this broader educational objective through the teaching of biblical narratives and moral principles. Stories involving reconciliation, forgiveness, justice, compassion and peaceful relationships provide opportunities for students to examine human behaviour and the consequences of different responses to conflict. Such stories can be used to encourage students to reflect on contemporary problems in their own schools and communities.

For instance, biblical teachings on loving one’s enemies can challenge students’ inclination to retaliate against individuals with whom they disagree. Teachings concerning forgiveness can encourage students to move beyond resentment. Teachings concerning justice can help students distinguish between peaceful conflict resolution and passive acceptance of wrongdoing. Similarly, teachings concerning compassion can encourage students to consider the experiences and perspectives of others.

The study of CRS may also encourage dialogue. When students discuss different interpretations of biblical passages and relate them to contemporary situations, they develop opportunities to listen to other perspectives. Classroom dialogue can itself become an exercise in peaceful coexistence when students learn to disagree respectfully.

However, the potential contribution of CRS should not be assumed. Students may be exposed to religious teachings without necessarily internalising them. There may be differences between what students know, what they believe and how they behave. Consequently, empirical research is needed to determine whether exposure to CRS is actually associated with more positive attitudes toward peaceful coexistence and conflict resolution.

Another consideration is the quality of curriculum implementation. The existence of a curriculum does not necessarily mean that its objectives are achieved in practice. Teachers may face large classes, inadequate instructional materials, time constraints, examination pressures and limited opportunities for participatory teaching. These factors can affect the extent to which CRS lessons translate into practical attitudes.

The examination-oriented nature of secondary education may constitute another challenge. When academic success is measured largely through written examinations, teachers and students may prioritise content coverage and memorisation. Moral and behavioural objectives may receive less attention because they are more difficult to measure. This creates a potential gap between the intended objectives of CRS and students’ actual behavioural outcomes.

The study is therefore important because it seeks to move beyond the question of whether CRS is taught to the question of whether its teaching is associated with students’ attitudes toward peaceful coexistence and conflict resolution. Such an investigation can provide evidence concerning the practical social value of religious education.

The concept of conflict resolution is particularly important within this study. Conflict resolution involves addressing the underlying issues in disagreements and seeking constructive outcomes through communication, negotiation, mediation, compromise, forgiveness and reconciliation. It differs from conflict suppression, where disagreements may simply be hidden without being addressed. Students need skills that allow them to recognise disagreement, communicate their concerns, listen to others and seek mutually acceptable solutions.

CRS can potentially support these skills by providing moral principles that discourage violence and revenge while encouraging patience, dialogue and reconciliation. The extent to which students actually develop these attitudes, however, requires empirical investigation.

The study is also relevant to current Nigerian concerns about social cohesion. Recent efforts by Nigerian Christian and Muslim leaders to promote interfaith harmony demonstrate the continuing importance of peaceful coexistence within the country. In August 2026, more than 50 Christian and Muslim leaders signed a peace accord aimed at promoting religious harmony and countering extremism and hate speech. Although such initiatives operate at the national and religious-leadership level, their long-term success also depends on developing tolerant attitudes among younger generations.

The school provides an appropriate starting point for this process because students are future citizens, community members, professionals and leaders. If students develop the capacity to resolve disagreements peacefully and respect people of different backgrounds, they may carry these attitudes into adulthood.

Against this background, the present study investigates The Influence of Christian Religious Studies on Students’ Attitudes towards Peaceful Coexistence and Conflict Resolution: A Study of Selected Secondary Schools in Ogun State, Nigeria. The study focuses on whether exposure to CRS is associated with students’ attitudes toward tolerance, forgiveness, reconciliation, peaceful interaction and non-violent approaches to conflict.

1.2 Statement of the Problem

Peaceful coexistence is essential for effective teaching and learning because students cannot fully benefit from education in an environment characterised by hostility, intimidation, discrimination and recurring conflict. Secondary schools bring together students with different personalities, family backgrounds, religious orientations, ethnic identities and social experiences. These differences can create disagreements, misunderstandings and interpersonal tensions. The ability of students to manage such differences peacefully is therefore an important component of a healthy school environment.

Despite the recognised role of education in peacebuilding, Nigerian society continues to experience various forms of social, religious, ethnic and political tension. The need to strengthen peace education has become sufficiently important that Nigeria, with UNESCO’s support, has been developing a national peace education curriculum intended to help learners understand conflict, address difficult histories and acquire values necessary for peaceful coexistence.

The problem, however, is that the existence of peace-oriented educational objectives does not automatically translate into peaceful attitudes among students. Students may learn concepts such as tolerance, forgiveness and respect as academic content without necessarily applying them when they encounter real disagreements. There is therefore a need to examine whether subjects that explicitly promote moral and social values are actually influencing students’ attitudes and approaches to conflict.

Christian Religious Studies is particularly relevant to this problem because it contains teachings that directly address interpersonal relationships, morality, forgiveness, love, justice, reconciliation and peaceful living. The NERDC curriculum includes relationships in the family, school, church and community within its CRS content. These themes potentially provide students with moral resources for managing disagreements and maintaining harmonious relationships.

However, a significant problem is the possibility of a gap between curriculum intention and actual student behaviour. A curriculum may promote peace and reconciliation, yet its impact depends on how teachers interpret and deliver the content and how students internalise the values presented. If CRS is taught primarily through memorisation for examinations, students may acquire biblical knowledge without developing corresponding attitudes toward peaceful coexistence.

Another problem concerns the prevalence of interpersonal conflicts among young people. Students may experience conflicts arising from bullying, teasing, competition, friendship problems, social-media disputes, perceived discrimination, religious differences and disagreements over school activities. If students lack appropriate conflict-resolution skills, relatively minor disagreements may escalate into physical confrontation, hostility or long-term resentment.

The challenge is not simply the existence of conflict but the manner in which students respond to it. Conflict can be addressed through dialogue, negotiation, mediation and reconciliation, or it can be handled through retaliation, intimidation and violence. CRS potentially offers an alternative moral framework by teaching forgiveness, love, patience, humility and reconciliation. However, empirical evidence is required to establish whether students who receive CRS demonstrate more favourable attitudes toward these peaceful approaches.

Another problem relates to religious diversity. Nigeria is a religiously diverse society, and schools may include students with different religious backgrounds. CRS has the potential to promote values that encourage respect and peaceful interaction, but if religious instruction is not handled sensitively, students may interpret religious differences as grounds for exclusion or superiority. It is therefore important to examine the extent to which CRS contributes to inclusive rather than divisive attitudes.

The problem is also connected to the quality of classroom interaction. Students learn not only from textbooks but also from the way teachers conduct lessons. If CRS teaching encourages discussion, reflection and respectful disagreement, it may provide practical opportunities for developing conflict-resolution attitudes. Conversely, a predominantly teacher-centred approach may provide fewer opportunities for students to practise these skills.

There is also a broader curriculum problem. Peace and conflict resolution are not the exclusive responsibility of CRS. NERDC indicates that peace and conflict-resolution content is infused into Civic Education, Social Studies and Security Education themes. Consequently, students may be exposed to peace-related concepts through several subjects. This creates the need to specifically determine what contribution CRS makes within this broader educational environment.

Existing research in Ogun State has examined peace education through Social Studies. One study involving 99 Junior Secondary School students in Ogun State investigated students’ achievement, attitudes and conflict-resolution skills after exposure to different instructional approaches in peace education. While this demonstrates the relevance of peace education in Ogun State schools, it does not directly establish the influence of CRS on students’ attitudes toward peaceful coexistence and conflict resolution.

This represents a contextual and subject-specific gap. Evidence concerning Social Studies cannot automatically be used to explain the contribution of CRS because the two subjects have different curriculum objectives, content and pedagogical emphases. CRS draws extensively on biblical teachings and Christian moral principles, making it necessary to independently investigate its relationship with students’ attitudes.

There is also a practical gap between knowing Christian teachings and practising them. A student may know biblical teachings about forgiveness but still respond aggressively to provocation. Similarly, a student may understand the concept of loving one’s neighbour but maintain negative attitudes toward individuals from another religious or ethnic group. The study therefore needs to distinguish between exposure to CRS and students’ actual attitudes toward peaceful coexistence and conflict resolution.

Another problem concerns the measurement of peaceful coexistence. Peaceful coexistence involves more than the absence of physical violence. It includes tolerance of differences, willingness to cooperate, respect for other people’s views, peaceful communication, willingness to forgive and readiness to resolve disagreements constructively. A student may not engage in physical violence but may nevertheless demonstrate intolerance, discrimination or hostility toward others.

Conflict resolution similarly requires more than simply avoiding confrontation. Students need attitudes that encourage dialogue, compromise, negotiation, forgiveness and reconciliation. The extent to which CRS develops these dispositions among secondary-school students in Ogun State remains insufficiently established.

The problem is further complicated by external influences. Students’ attitudes are shaped by parents, peers, religious institutions, social media, community experiences and popular culture. Consequently, even when CRS promotes peaceful values, students may encounter contradictory messages outside school. This makes it important to empirically examine the relationship between CRS exposure and student attitudes rather than assuming that classroom teaching alone determines behaviour.

Teachers may also face challenges in translating moral principles into practical lessons. Teaching biblical stories and doctrines is relatively straightforward compared with facilitating behavioural change. Effective peace-oriented CRS teaching may require case studies, role-playing, classroom dialogue, cooperative learning and discussions of contemporary conflicts. Where such approaches are limited, the potential impact of the subject may not be fully realised.

The examination system presents an additional challenge. Students may concentrate on topics that are likely to appear in examinations and regard moral and behavioural lessons as secondary. Teachers may similarly prioritise syllabus completion and examination preparation. This may reduce the attention given to practical applications of values such as forgiveness, tolerance and reconciliation.

There is consequently a need for empirical evidence concerning whether CRS contributes meaningfully to the development of peaceful attitudes among students. Without such evidence, claims about the peacebuilding role of CRS may remain largely theoretical.

The central problem addressed by this study is therefore the limited empirical evidence concerning the extent to which Christian Religious Studies influences secondary-school students’ attitudes toward peaceful coexistence and conflict resolution in Ogun State. Although CRS contains teachings that promote love, forgiveness, tolerance, justice, reconciliation and peaceful relationships, it remains necessary to determine whether these teachings are reflected in students’ attitudes.

The study will consequently examine the relationship between exposure to Christian Religious Studies and students’ attitudes toward peaceful coexistence and conflict resolution in selected secondary schools in Ogun State. The findings are expected to provide evidence that can assist teachers, school administrators, curriculum planners, policymakers and other stakeholders in strengthening the contribution of religious education to peacebuilding.

1.3 Aim of the Study

The main aim of this study is to examine the influence of Christian Religious Studies on students’ attitudes towards peaceful coexistence and conflict resolution in selected secondary schools in Ogun State, Nigeria.

1.4 Objectives of the Study

The specific objectives are to:

1. examine the extent to which students are exposed to Christian Religious Studies in selected secondary schools in Ogun State;
2. assess the attitudes of students towards peaceful coexistence in selected secondary schools in Ogun State;
3. determine the attitudes of students towards conflict resolution in selected secondary schools in Ogun State;
4. examine the influence of Christian Religious Studies on students’ attitudes towards peaceful coexistence; and
5. determine the combined influence of Christian Religious Studies on students’ attitudes towards peaceful coexistence and conflict resolution.

1.5 Research Questions

The following research questions will guide the study:

1. To what extent are students exposed to Christian Religious Studies in selected secondary schools in Ogun State?
2. What are the attitudes of students towards peaceful coexistence in selected secondary schools in Ogun State?
3. What are the attitudes of students towards conflict resolution in selected secondary schools in Ogun State?
4. To what extent does Christian Religious Studies influence students’ attitudes towards peaceful coexistence?
5. What is the combined influence of Christian Religious Studies on students’ attitudes towards peaceful coexistence and conflict resolution?

1.6 Research Hypothesis

The following null hypothesis will be tested at the 0.05 level of significance:

H₀: Christian Religious Studies has no significant influence on students’ attitudes towards peaceful coexistence and conflict resolution in selected secondary schools in Ogun State, Nigeria.

1.7 Significance of the Study

The study will be significant to students because it may help them recognise the practical relevance of Christian teachings to their everyday relationships. The findings may encourage students to appreciate values such as tolerance, forgiveness, empathy, patience, justice, reconciliation and peaceful dialogue.

The study will be useful to Christian Religious Studies teachers. It will provide evidence concerning whether the teaching of CRS is associated with students’ attitudes toward peaceful coexistence and conflict resolution. The findings may encourage teachers to incorporate more participatory and practical approaches into CRS lessons.

The study will also benefit school administrators. School heads and administrators are responsible for maintaining safe and supportive learning environments. Evidence from the study may help them understand the potential contribution of CRS to reducing interpersonal tensions and encouraging positive student relationships.

The study will be useful to curriculum planners, particularly the Nigerian Educational Research and Development Council. NERDC’s curriculum structure already recognises peace and conflict resolution as important educational concerns. The findings may provide additional evidence for strengthening peace-related components of religious and values education.

The study will also be useful to educational policymakers in Ogun State and Nigeria. As Nigeria continues to strengthen peace education, evidence concerning the contribution of existing subjects such as CRS can inform curriculum development and teacher-training initiatives.

The study will benefit parents and guardians because it may demonstrate how religious education can complement family efforts to develop responsible and peaceful behaviour among young people.

The study will also be relevant to religious organisations and Christian educators. It may encourage churches and Christian educational institutions to develop programmes that reinforce the practical application of biblical principles concerning forgiveness, reconciliation, compassion and peaceful relationships.

The study will contribute to peacebuilding efforts by providing evidence concerning the potential role of education in developing positive attitudes among young people. This is consistent with UNESCO’s emphasis on education as a means of developing knowledge, values and attitudes necessary for peaceful coexistence.

Academically, the study will contribute to existing literature on Christian Religious Studies, religious education, peace education, conflict resolution and students’ attitudes. It will also provide context-specific evidence from Ogun State.

Finally, the study will serve as a reference for future researchers interested in religious education, peacebuilding, conflict resolution, moral education and social cohesion among Nigerian secondary-school students.

1.8 Scope of the Study

The study focuses on Christian Religious Studies, students’ attitudes towards peaceful coexistence and conflict resolution in selected secondary schools in Ogun State, Nigeria.

The independent variable is Christian Religious Studies, while the dependent variables are students’ attitudes towards peaceful coexistence and conflict resolution.

The study will examine CRS exposure through such areas as the teaching of Christian moral values, biblical teachings on interpersonal relationships, forgiveness, love, tolerance, reconciliation, justice and peaceful living.

Students’ attitudes toward peaceful coexistence will be examined through tolerance, respect for differences, cooperation, empathy, peaceful interaction and willingness to live harmoniously with others.

Attitudes toward conflict resolution will be examined through willingness to use dialogue, negotiation, forgiveness, reconciliation and other non-violent approaches to resolving disagreements.

Geographically, the study is restricted to selected secondary schools in Ogun State. It does not seek to represent every secondary school in Nigeria.

The study will focus primarily on secondary-school students who are exposed to CRS within the selected schools. Teachers may provide relevant contextual information where necessary, but the principal unit of analysis will be the students.

1.9 Operational Definition of Terms

Christian Religious Studies (CRS): A school subject that provides students with knowledge of Christian beliefs, biblical teachings, moral principles and their implications for individual and social life.

Peaceful Coexistence: The ability and willingness of individuals or groups with different backgrounds, beliefs or interests to live and interact harmoniously through tolerance, respect, cooperation and non-violence.

Conflict: A disagreement or perceived incompatibility between individuals or groups arising from differences in interests, values, opinions, expectations or goals.

Conflict Resolution: The process of addressing and managing disagreements through constructive and peaceful approaches such as communication, dialogue, negotiation, mediation, forgiveness and reconciliation.

Student Attitude: A student’s learned tendency to think, feel and respond positively or negatively toward a person, situation, idea or social issue.

Tolerance: The willingness to accept and respect people whose beliefs, opinions, cultures, religions or backgrounds differ from one’s own.

Forgiveness: The willingness to release resentment or desire for retaliation following an offence or wrongdoing.

Reconciliation: The process through which damaged relationships are restored following disagreement, conflict or wrongdoing.

Peace Education: An educational process designed to develop the knowledge, values, attitudes and skills necessary to prevent violence, resolve conflicts peacefully and promote a culture of peace.

Peacebuilding: Activities and processes aimed at addressing sources of conflict, strengthening relationships and creating conditions that support sustainable peace.

Religious Diversity: The existence and interaction of people who hold different religious beliefs or affiliations within a particular social environment.

Moral Values: Principles concerning right and wrong behaviour that guide individuals in making decisions and relating responsibly with others.

Secondary School Students: Learners enrolled in junior or senior secondary education within the Nigerian education system.

Non-Violent Conflict Resolution: The use of peaceful methods such as dialogue, negotiation, mediation, compromise, forgiveness and reconciliation rather than physical aggression or retaliation.

Social Cohesion: The degree to which individuals and groups within a society maintain positive relationships, mutual trust, cooperation and a shared commitment to peaceful interaction.

Project – The Influence of Christian Religious Studies on Students’ Attitudes towards Peaceful Coexistence and Conflict Resolution: A Study of Selected Secondary Schools in Ogun State, Nigeria