Sri Lanka, an island nation rich in cultural diversity and historical depth, has long been marked by ethnic tensions and social divides. These culminated in a conflict that spanned nearly three decades, primarily between the Government and the Liberation Tigers of Tamil Eelam (LTTE). While the conflict formally ended in 2009, its legacy continues to shape the nation’s political, social, and psychological landscape.
In this post-war context, conflict and peace studies in higher education institutions hold immense significance. They provide the academic framework and practical tools necessary for reconciliation, social transformation, and sustainable peace.
Cause and legacy of conflict
One of the primary contributions of conflict and peace studies in Sri Lanka is the opportunity that it provides to explore the complex causes of conflict. These include colonial era policies that fostered division, the post-independence state formation that marginalised minority groups, the rise of ethnic nationalism, systematic discrimination, and competition over language, land, and political power. Conflict and peace studies encourage students to engage with historical narratives critically, interrogate the dominant discourse, and understand how structural violence perpetuates inequality and grievances. By equipping students with knowledge of both ‘local and global conflict dynamics’, conflict and peace studies foster a deep awareness of how identities, power structures, and historical injustice fuel violence. This understanding is essential for developing long-term solutions that go beyond ceasefires and peace accords. It helps dismantle the myths that often sustain conflict and replace them with inclusive narratives that recognise the suffering and aspirations of all communities.
Fostering reconciliation and social healing
In post-conflict societies like Sri Lanka, reconciliation is not a passive process; it requires active engagement with the past and deliberate efforts to rebuild trust across divided communities. Higher education institutions can serve as a safe space for dialogue, where young people from different ethnic, religious, and linguistic backgrounds come together to share experiences, challenge prejudice, and build mutual understanding. Conflict and peace study programmes emphasise the importance of truth-telling, empathy, and justice as central elements of healing. Through coursework, workshops, and community-based projects, students explore themes such as transitional justice memorialisation, trauma healing, and restorative practices. These initiatives contribute to individual and collective healing, helping societies to move forward without forgetting or erasing the pain of the past. Moreover, conflict and peace studies help students critically examine the failures and successes of existing reconciliation mechanisms, such as the Lessons Learnt and Reconciliation Commission (C. Ranjan’s ‘Report of the Commission of Inquiry on Lessons Learnt and Reconciliation’), and engage in debates on how best to achieve enduring peace in a multi-ethnic, multi-religious society.
Youth as agents of peace
With over 40% of Sri Lanka’s population under the age of 30, the youth demographic represents a powerful force for change (according to W.I. De Silva’s ‘Youth in the Sri Lankan population: Expansion of their size, engagement in education and emerging challenges’). However, in the absence of inclusive narratives and opportunities for civic participation, young people are also vulnerable to radicalisation, frustration, and social alienation. Conflict and peace studies empower students by instilling a peace-oriented mindset and providing them with practical tools for engagement. Through skill-building in negotiation, mediation, conflict analysis, non-violent communication, and grassroots peace-building, conflict and peace study programmes prepare students to play active roles in transforming conflicts in their communities. Youth trained in these disciplines are more likely to become leaders who promote coexistence, tolerance, and democratic values, rather than perpetuating cycles of hostility. Conflict and peace studies initiatives can also be closely tied to service-learning models, where students apply theoretical knowledge in real-world community settings, working with displaced populations, war widows, or youth groups in high-tension areas. These experiences build leadership and social responsibility, ensuring that the next generations does not repeat the mistakes of the past.
Interdisciplinary with broad applications
Conflict and peace studies are inherently interdisciplinary, drawing from fields such as political science, international relations, law, sociology, psychology, history, gender studies, and development studies. This rich academic base allows for a holistic approach to understanding and transforming conflict. In the Sri Lankan context, conflict and peace studies can be integrated with studies in human rights (HR) law, post-war development, environmental justice, and minority rights to offer students a comprehensive lens through which to view societal challenges. This flexibility opens up diverse career opportunities, including roles in diplomacy, international organisations, humanitarian agencies, non-governmental organisations (NGOs), education, journalism, and public policy. Incorporating peace education into teacher training programmes, for example, enables future educators to promote non-violence and inclusivity in classrooms, shaping the attitude of younger generations. In the legal and public administration sectors, conflict and peace studies graduates can help draft and implement policies that uphold justice, equity, and reconciliation.
Nurturing democratic and inclusive values
Post-conflict Sri Lanka continues to grapple with issues of governance, minority rights, and national identity. In this context, conflict and peace studies play a crucial role in fostering a democratic culture and civic engagement. Students learn to value pluralism, inclusivity, and the rule of law, core principles that are often undermined in conflict-ridden societies. By challenging authoritarian narratives and encouraging open discourse, conflict and peace studies help cultivate a citizenry that is informed, empathetic, and participatory. It encourages students to critically engage with public institutions and advocate for reforms that reflect the needs and rights of all communities. This democratic ethos is particularly vital in a society where dissent has often been suppressed and where political participation is sometimes limited by fear or disenfranchisement.
Institutional development and policy impact
Beyond its impact on individuals, conflict and peace studies contribute significantly to institutional policy-level transformation. Universities and research centres that house peace studies programmes can become think tanks and knowledge hubs for conflict-sensitive governance and policymaking. Such institutions are well-positioned to conduct applied research, policy analysis, and community outreach that inform national reconciliation efforts. They can also serve as mediators between the state and the civil society, creating platforms for inclusive dialogue on contested issues such as constitutional reform, land rights, language policy, and accountability. When higher education institutions take a proactive role in peace-building, they model peaceful coexistence and intellectual rigour, influencing other sectors of society and helping shape a culture where diversity is seen not as a threat but as a strength.
Advantages of teaching conflict and peace studies in higher edu. centres
- Promote national reconciliation, and it will help to address ethnic, religious, and regional divisions, and also encourage post-war healing and understanding
- Build critical thinking skills to develop analytical and problem-solving abilities and motivate teachers and students to evaluate complex conflicts from multiple perspectives
- Prepare students for careers in peace-building in order to open opportunities in NGOs, international NGOs, the United Nations (UN), and government sectors and build skills relevant to conflict resolution, mediation, and diplomacy
- Foster civic responsibility and tolerance to promote respect for diversity, HR, and non-violence, and further, encourage active participation in democratic processes
- Support national and global development goals in alignment with the UN’s Sustainable Development Goal 16 (peace, justice, strong institutions) and also contribute to peace-oriented development
- Strengthening academic research and policy development will enable locally grounded research on conflict, justice, and reconciliation, and inform national peace and policy strategies
- Encourage interdisciplinary learning to integrate knowledge from political science, sociology, law, psychology, and history and to provide a broad and holistic understanding of peace and conflict
- Preventing future conflicts will raise awareness about early signs of conflict, and also promote dialogue and peaceful conflict resolution skills among youth
Conclusion
The integration of conflict and peace studies in Sri Lankan higher education is not merely a response to past violence; it is an investment in a peaceful, just, and inclusive future. In a society still healing from the trauma of war, conflict and peace studies provide the intellectual and ethical foundation for reconciliation, coexistence, and democratic renewal. By educating youth, nurturing dialogue, promoting justice, and influencing policy, conflict and peace studies programmes can help Sri Lanka transcend its divisions and chart a new course grounded in empathy, equity, and peace. As the country continues to navigate its post-conflict trajectory, embedding conflict and peace studies firmly within its academic institutions is both a moral imperative and a strategic necessity.
(The writer is a Lieutenant Colonel who is a Military Research Officer at the Institute of National Security Studies, under the Ministry of Defence. The opinions expressed are his own and not necessarily reflective of the Institute or the Ministry)
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The views and opinions expressed in this article are those of the author, and do not necessarily reflect those of this publication