Inclusion and culture of peace at university: student perceptions in the context of criminal violence

Abstract

This article presents the results of a research study conducted with university students, whose objective was to analyze their perceptions of institutional practices that promote a culture of peace and inclusion in the context of an environment marked by criminal violence in the state of Colima, Mexico. The study was conducted using an exploratory qualitative approach. A questionnaire composed of eleven multiple-choice questions and seven open-ended questions was used as a data collection instrument, validated by the judgment of three experts on the subject. The questionnaire was administered to a simple random sample of 200 higher education students from 20 undergraduate programs. The theoretical framework is based on specialized literature on educational inclusion, a culture of peace, and criminal violence, which supports the need to promote peace practices in educational institutions located in violent social contexts. The findings reveal how students conceive of a culture of peace and inclusion in an environment affected by violence. It is observed that the experiences of the social context are reflected in the academic environment, and both positive aspects and areas for improvement are identified in institutional actions aimed at promoting these values. Likewise, the way in which students contribute to the culture of peace and inclusion within the school environment, in their interpersonal relationships, and in the family environment is analyzed.