Project – Assessing the integration of conflict resolution studies in political science curriculum

CHAPTER ONE

INTRODUCTION

• Background to the Study

The intersection of conflict resolution and political science has gained growing attention over recent decades, driven by the global demand for peacebuilding and effective governance strategies. Political science, traditionally concerned with power, governance, and institutional dynamics, has increasingly incorporated elements of conflict resolution to better understand and address the root causes of violence and instability. Scholars argue that integrating conflict resolution into political science curricula enhances students’ analytical and practical skills, allowing them to assess not just policy but also the mechanisms through which peace is negotiated and sustained (Miall, Ramsbotham, & Woodhouse, 2011).

Historically, conflict resolution emerged as a distinct field in the post-World War II period, with its foundations in international relations and psychology. However, its formal integration into political science education has been uneven. Some universities offer dedicated tracks or minors in peace and conflict studies, while others only incorporate these topics through elective courses. This inconsistency is due in part to academic siloing and the perception that conflict resolution is more practice-oriented, whereas political science is often seen as more theoretical (Lederach, 2005). Despite this divide, increasing numbers of scholars advocate for a more holistic approach that blends theory and practice across disciplines.

Several studies underscore the pedagogical benefits of integrating conflict resolution into political science. For instance, Jeong (2008) emphasizes that students exposed to conflict resolution learn to evaluate political phenomena not merely in terms of power dynamics but through the lens of dialogue, negotiation, and reconciliation. This multidimensional perspective prepares graduates to address complex global challenges, from ethnic conflicts to diplomatic crises. Moreover, experiential learning methods—such as simulations, role-playing, and fieldwork—commonly used in conflict resolution courses, have proven effective in enhancing student engagement and critical thinking (Bar-Tal & Rosen, 2009).

The integration of conflict resolution into political science also supports the growing emphasis on interdisciplinary education. Academic programs that successfully combine these fields often report higher levels of student satisfaction and employability, particularly in careers related to international development, diplomacy, and non-governmental organizations (Botes, 2003). The literature highlights successful models, such as the University of Notre Dame’s Kroc Institute and George Mason University’s School for Conflict Analysis and Resolution, which offer comprehensive curricula that merge political science foundations with conflict analysis and peace studies (Kriesberg, 2007).

However, challenges remain in institutionalizing this integration. Faculty resistance, curricular constraints, and limited resources often impede the adoption of interdisciplinary approaches. According to Druckman and Peterson (2011), political science departments may undervalue conflict resolution as a legitimate area of study, seeing it as peripheral rather than central to political analysis. Overcoming these barriers requires institutional commitment, including faculty development, curriculum redesign, and stronger collaboration across departments.

The integration of conflict resolution into political science curricula enriches students’ academic and practical understanding of political systems and conflict dynamics. The literature suggests that such integration not only improves educational outcomes but also equips students with tools to contribute constructively to peacebuilding in various contexts. Moving forward, academic institutions should prioritize interdisciplinary approaches, drawing on best practices and scholarly insights to create robust, inclusive educational experiences.

• Statement of the Problem

Despite the growing complexity of global conflicts and the rising demand for effective peacebuilding strategies, many political science programs continue to marginalize or inadequately integrate conflict resolution studies within their curricula. Traditional political science education has often focused on institutions, ideologies, governance structures, and power relations, while neglecting the practical and interdisciplinary insights offered by conflict resolution. This gap creates a disconnect between academic preparation and the real-world skills required in diplomacy, peacebuilding, and international development.

Universities that do attempt to incorporate conflict resolution into political science curricula often do so in a fragmented or elective-based manner. As a result, students may graduate without a comprehensive understanding of negotiation, mediation, or peace processes, which are increasingly vital in political practice. Moreover, where conflict resolution is offered, it is frequently siloed within separate peace studies or international relations programs, limiting its accessibility to political science students. This raises concerns about how effectively educational institutions are preparing future policymakers, analysts, and leaders to engage with complex conflicts in both domestic and international contexts.

The lack of integration may also reflect deeper structural and ideological challenges within academia. Some departments may view conflict resolution as a “soft” or practice-based discipline, thus undervaluing its analytical contributions. Others may lack faculty with the interdisciplinary expertise required to teach conflict resolution effectively. Furthermore, limited resources, rigid departmental boundaries, and outdated curricular frameworks can inhibit meaningful reform. As such, institutional inertia poses a significant barrier to curricular innovation.

This disconnect has implications beyond the classroom. Graduates of political science programs who are not equipped with conflict resolution skills may be less effective in navigating the complexities of international diplomacy, post-conflict reconstruction, or community-based conflict mediation. In a world marked by ethnic tensions, geopolitical rivalries, and ideological polarization, the ability to understand and transform conflict is not only desirable—it is essential. Therefore, a curriculum that overlooks conflict resolution fails to meet the demands of an increasingly interconnected and volatile global landscape.

Additionally, students themselves are increasingly interested in acquiring skills that are applicable to peacebuilding, humanitarian work, and grassroots activism. The absence of conflict resolution studies in core political science training may reduce student engagement and limit their career prospects in emerging fields. This misalignment between academic offerings and student needs calls for a reevaluation of educational priorities and curricular design.

Given these concerns, there is a pressing need to assess how conflict resolution studies are currently integrated into political science curricula, identify gaps and barriers, and explore strategies for more effective inclusion. By doing so, academic institutions can better prepare students to become competent, ethical, and effective actors in the political and peacebuilding arenas. A systematic evaluation can also provide insights into how interdisciplinary education can strengthen both the theoretical and practical dimensions of political science as a discipline.

1.3. Aim and Objectives of the Study

The aim of the study is to assess the integration of conflict resolution studies in political science curriculum. The specific objectives are:

1. Evaluate the status of conflict resolution studies within the political science curriculum.
2. Identify any gaps or deficiencies in the integration of conflict resolution studies in the curriculum.
3. Assess the effectiveness of existing conflict resolution courses or modules in preparing students for real-world political challenges.
4. Explore the perspectives of students and faculty on the importance and impact of conflict resolution studies in political science education.

• Research Questions

The research questions are buttressed below:

1. What is the status of conflict resolution studies within the political science curriculum?
2. What gaps or deficiencies exist in the integration of conflict resolution studies in the curriculum?
3. How effective are existing conflict resolution courses or modules in preparing students for real-world political challenges?
4. What are the perspectives of students and faculty on the importance and impact of conflict resolution studies in political science education?

• Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho:  The integration of conflict resolution studies in the curriculum will not benefit the student.

H1:  The integration of conflict resolution studies in the curriculum will1 benefit the student.

1.6. Significance of the Study

The significance of this study lies in its potential to address a critical gap in political science education by evaluating how conflict resolution is incorporated into academic programs. As global political landscapes become increasingly volatile—with rising political polarization, protracted conflicts, and complex international crises—there is a growing need for graduates who possess both analytical and practical conflict management skills. This study can provide valuable insights into whether political science curricula are adequately preparing students to engage with such realities through the lens of peacebuilding, negotiation, and reconciliation.

By examining the extent and quality of integration, this research contributes to the enhancement of curriculum design in higher education. It can inform educators, curriculum developers, and academic institutions about current shortcomings and opportunities for innovation in teaching political science. In doing so, the study supports efforts to develop more holistic and interdisciplinary educational models that better reflect the complexities of real-world political environments. A curriculum that meaningfully incorporates conflict resolution can enrich students’ academic experience and improve their capacity for critical thinking, empathy, and problem-solving.

Moreover, this study is significant for policymakers and practitioners in peace and conflict fields, as it sheds light on the preparedness of future professionals. Many political science graduates pursue careers in diplomacy, government, non-governmental organizations, and international institutions—sectors where conflict resolution skills are increasingly vital. By identifying gaps in training and education, this research can influence how academic institutions align their programs with the demands of the job market and the needs of society.

From a theoretical standpoint, this study also contributes to the broader academic conversation about the value of interdisciplinary learning. It challenges the traditional compartmentalization of academic fields and advocates for the merging of theory and practice, particularly where political science and conflict studies intersect. In doing so, it adds to the growing body of literature that calls for more integrated approaches to social sciences education, where students are encouraged to draw on diverse methods and perspectives to solve complex issues.

For students, the study holds practical significance by potentially influencing how future political science programs are structured. A more integrated curriculum means access to a wider range of knowledge and skills that are applicable to both academic inquiry and professional practice. It empowers students with tools to understand and navigate political conflict constructively, fostering a generation of leaders and citizens who are more informed, responsible, and capable of promoting peace.

Ultimately, this study is important not only for academic advancement but also for societal impact. As conflicts continue to shape national and international affairs, education must rise to meet the challenge. Assessing and enhancing the integration of conflict resolution in political science curricula is a step toward producing graduates who are not only theoretically informed but also practically equipped to contribute to sustainable peace and just governance in an increasingly interconnected world.

1.7.  Scope of the Study

The study assesses the integration of conflict resolution studies in political science curriculum. The study is limited to selected National College of Education, Akoka-Lagos.

1.8.  Operational Definition of Terms

1. Integration: Integrationrefers to the process of combining or incorporating different elements into a unified whole. In the context of education, it means embedding specific content, concepts, or approaches—such as conflict resolution—into an existing subject or program, ensuring they are connected and mutually reinforcing.
2. Conflict Resolution Studies: Conflict Resolution Studiesis an interdisciplinary academic field that focuses on understanding the causes, dynamics, and solutions to conflict at various levels—interpersonal, community, national, and international. It involves theories and practices related to negotiation, mediation, peacebuilding, reconciliation, and nonviolent communication, aiming to manage or resolve disputes in constructive ways.
3. Political Science: Political Scienceis the systematic study of politics, government systems, political behavior, institutions, and power dynamics. It examines how societies govern themselves, how policies are made and implemented, and how political conflicts arise and are addressed, both domestically and globally.
4. Curriculum: Curriculumrefers to the structured set of courses, content, learning objectives, and academic experiences offered by an educational institution or program. It outlines what students are expected to learn, how they will learn it, and how their progress will be assessed, typically within a specific discipline or field of study.

Project – Assessing the integration of conflict resolution studies in political science curriculum