Role of Islamic Studies Teachers in Promoting Peaceful Coexistence in Multi-Religious Schools in Plateau State

This study investigates the role of Islamic Studies teachers in promoting peaceful coexistence in multi-religious secondary schools in Plateau State, a North Central state with a historically complex religious landscape. Recurring ethno-religious tensions in the state have underscored the urgent need for peace-sensitive educational approaches. The study adopts a descriptive survey design with a sample of 180 Islamic Studies teachers and 360 students drawn from fifteen secondary schools in Jos, Mangu, and Shendam local government areas. Data were collected using questionnaires and semi-structured interviews, and were analysed using descriptive statistics and content analysis. Findings reveal that Islamic Studies teachers play an important but under-supported role in teaching tolerance, empathy, and interfaith dialogue. However, the absence of peace education modules in the existing curriculum and a lack of training in conflict-sensitive pedagogy limit their effectiveness. The study recommends the integration of peace education into the Islamic Studies curriculum, capacity-building workshops for teachers, and the establishment of joint interfaith clubs in schools. These findings are relevant to educational planners, religious organisations, and non-governmental organisations working on conflict prevention in the Middle Belt region of Nigeria. Keywords: Islamic Studies teachers, peaceful coexistence, multi-religious schools, Plateau State, interfaith dialogue.