This week’s learning has helped me see more clearly how education, conflict, and peace are interconnected within the VPLP framework. In my own teaching context, I recognise that the classroom is not isolated from wider social realities—conflict and displacement affect learners’ ability to engage, and education can either reinforce divisions or become a space for peacebuilding. Thinking about my role as a teacher in this framework has encouraged me to be more intentional about creating safe, inclusive spaces where students feel heard and supported.

The Ecological Systems Theory also makes sense in my context. It reminds me that learners are influenced not only by what happens in the classroom (the microsystem) but also by family, community, and broader societal structures. For example, when students face challenges at home or in their communities, it directly impacts their learning and behaviour in class. Recognising these layers helps me to be more empathetic and to design lessons that are flexible and responsive to learners’ realities.

Overall, I see my teaching practice as part of a larger system where listening to learners, building trust, and fostering collaboration can contribute to both educational success and peacebuilding. One insight I take forward is to embed more opportunities for students to express their needs and aspirations, so that teaching becomes a shared journey rather than a one-way process.