Violence in higher education institutions is a complex phenomenon that affects coexistence, well-being, and the quality of educational processes. In this context, a culture of peace, grounded in respect for human rights, is supported by the Incheon Declaration and the Framework for Action for Sustainable Development Goal (SDG) 4, which promote inclusive, equitable, and quality education. This review aimed to characterize the scientific literature published between 2015 and 2025 on strategies for promoting a culture of peace to prevent violence in higher education institutions, considering their theoretical foundations, components, outcomes, and implementation challenges. A narrative review was conducted through searches in Scopus, Web of Science, PubMed/MEDLINE, ERIC, SciELO, Redalyc, Dialnet, and Google Scholar. Twelve studies comprised the main analytical corpus; other sources were used only for conceptual support. The thematic synthesis showed that interventions mainly reported favorable changes in knowledge, attitudes, self-efficacy, intention to intervene, and socio-emotional competencies, whereas evidence on direct reductions in violence and sustained institutional transformations was more limited. The findings support multilevel strategies that combine training, participation, and institutional structures, while challenges remain regarding sustainability, traceability, and long-term evaluation.
Violence in higher education institutions is a complex phenomenon that affects coexistence, well-being, and the quality of educational processes. In this context, a culture of peace, grounded in respect for human rights, is supported by the Incheon Declaration and the Framework for Action for Sustainable Development Goal (SDG) 4, which promote inclusive, equitable, and quality education. This review aimed to characterize the scientific literature published between 2015 and 2025 on strategies for promoting a culture of peace to prevent violence in higher education institutions, considering their theoretical foundations, components, outcomes, and implementation challenges. A narrative review was conducted through searches in Scopus, Web of Science, PubMed/MEDLINE, ERIC, SciELO, Redalyc, Dialnet, and Google Scholar. Twelve studies comprised the main analytical corpus; other sources were used only for conceptual support. The thematic synthesis showed that interventions mainly reported favorable changes in knowledge, attitudes, self-efficacy, intention to intervene, and socio-emotional competencies, whereas evidence on direct reductions in violence and sustained institutional transformations was more limited. The findings support multilevel strategies that combine training, participation, and institutional structures, while challenges remain regarding sustainability, traceability, and long-term evaluation. Read More