Weaving peace from andragogical praxis: a systematic review on the formation of family values in higher education

Abstract

University professors play a vital role in academic life: shaping conscious, critical citizens committed to peace from diverse perspectives. They must be agents of change for their students, transforming the reality of which they are a part. From this perspective, this article seeks to analyze the influence of university professors, through their pedagogical practices, on the development of family values ​​and the strengthening of a culture of peace among their students. Methodologically, a qualitative research approach was employed, using a documentary study and the PRISMA methodology. The search yielded a total of 20 articles, considering the selection criteria of the following platforms: Scielo (5), Redalyc (5), Scopus (3), Independent (6), and Research Papers (1). These articles emerged from the web search based on similarities across three main categories: a) peace education, b) values ​​education, and c) the role of the professor in research. Among the main findings, it is highlighted that teachers focus on peace education, teaching students to analyze conflicts, violence, and inequalities; develop critical thinking skills, ethical theories and values; and provide holistic training by contextualizing learning in real-world events, thus generating educational policies and strategies. It is concluded that the role of university professors in promoting peace education is significant for the formation of authentic citizens committed to diversity, which is conducive to the development of critical thinking and the realization of values ​​such as justice, equity, and human rights.