Paper 01

This study examines how peace education principles can contribute to cultivating a peaceful classroom climate through teacher–student relationships in Myanmar universities. Although previous studies have examined peace education, teacher–student relationships, and classroom climate, how these dimensions are conceptually connected remains under-researched within Myanmar's higher education context. The aim of this study is to synthesize existing literature and propose a conceptual framework explaining how peace education principles can strengthen teacher–student relationships and contribute to cultivating a peaceful classroom climate in Myanmar universities. Based on a thematic synthesis of existing literature, this study presents a conceptual framework featuring three key dimensions: peace education as the normative foundation, teacher–student relationships as the relational link, and a peaceful classroom climate as the resulting condition. The synthesis identifies respect, empathy, dialogue, nonviolence, and cooperation as key peace education principles that can be enacted through everyday pedagogical interactions. Practices such as open communication, empathetic listening, fair treatment, and constructive feedback can strengthen trust, reciprocity, and care in teacher–student relationships, which may support equity, psychological safety, participation, and constructive conflict resolution. The study argues that cultivating peaceful classrooms depends on daily relational practices alongside institutional support. The proposed framework provides a conceptual basis for future empirical research and practical implications for peace-oriented pedagogy in Myanmar higher education.