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These Action Papers of seven committees of The Hague International Model United Nations (THIMUN) Youth Assembly represent the efforts of young people, who have been given the opportunity to voice their personal opinions on issues permanently on the international agenda. The Committee on Education and Employment analyzes improving quality of education; economic challenges; value of education; problems of women in society; innovative thinking and talent realization; experience and mechanisms for approaching the labor market; and social problems. The Committee on Sustainable Development and Agenda 21 focuses on informal and formal education through media, product labelling, and nongovernmental organizations and on pros and cons of economic incentives for promotion of sustainable development through youth involvement in the economy. It sets out practical steps for youth empowerment in issues of sustainable development. The Committee on Health and Social Development of Youth looks at education for prevention of HIV; helping African youth infected with HIV/AIDS through education; social exclusion of disabled young people; and education for social development of youth. The Committee on Globalization explores youth opinion on the task of reconciling rapid economic expansion with the specific interests of less economically developed countries. The Committee on Peace and Security in the Middle East attempts to find peaceful and feasible means to create peace and security in the region by primarily focusing on building trust between the two parties with the final objective of co-existence and establishment of an independent and recognized Palestinian State. The Committee on Disarmament and Defense proposes the implementation of a solution based on partial disarmament of nuclear, chemical, biological, and conventional weapons through confidence-building measures and multilateral weapons reductions. The Committee on Cultural Diversity and Tolerance focuses on these issues: exclusion, religion, minorities, indigenous peoples, gender, HIV/AIDS, media, and, most importantly, education. (YLB)

This collection of 27 brief essays focuses on universal aspects of childhood and early childhood education, education for peace, model early childhood programs, and the development of children's thinking and creativity skills. The essays are: (1) "The Universal and the National in Preschool Education (Goutard); (2) "Preschool Childhood: Cultural and Historical Aspects" (Kudreyavtsev); (3) "The Role of National Literature in Children's Artistic-Verbal Development" (Chemortan); (4) "From Teacher Training to Teaching Children: Television as an Aid to Contextualization" (Irisarri); (5) "Empathic Sensitivity in Preschool Children" (Sochaczewska); (6) "Verbal Communication of Deaf Children: The Foundation of a Normal Life" (Leongard); (7) "The Subculture of Preschool Children and Make-Believe Play" (Mikhailenko); (8) "The Role of Adults in Children's Play" (Misurcova); (9) "The Individual, Ethnic, and Universal in the Psychological Content of Traditional (Folk) Games and Toys" (Novosyolova); (10) "Tradition and the Child: How Polish Village Children Used to Play" (Kielar-Turska); (11) "Theoretical Underpinnings of the National Kindergarten in the Ukraine" (Artyomova); (12) "A Multi-Disciplinary Approach to a Kindergarten of the Future: The Experience of the Finnish-Russian 'Kalinka'" (Protassova); (13) "Bringing Up Preschool Children in the Spirit of Peace" (Dunin-Wasowicz); (14) "Education for Peace and International Understanding in Early Childhood" (Sund); (15) "Educating Young Children for Peace and World Citizenship" (Tsuchiyama); (16) "Principles Underpinning Preschool Education Programmes" (Poddyakov); (17) "Psychological Principles of the New Model of Public Preschool Education" (Kravtsov); (18) "Which [Preschool] Programme?" (Branska); (19) "Programmes for Kindergartens" (Martin); (20) "'Landmarks'--A Programme for Preschool Education" (Grazhene); (21) "The Importance of Professional Self-Appraisal in Developing the Skills of Kindergarten Teachers" (Pan'ko); (22) "Construction as a Means of Developing Thinking and Creative Imagination in Preschool Children" (Paramonova); (23) "Psycho-Pedagogical Approaches in Studying and Stimulating the Child's Creative Activity" (Roussinova-Bahoudaila); (24) "The Development of Creativity in Infant School" (Castillo); (25) "To Be Six Years Old in Sweden in the 1990s" (Pramling); (26)"Development of Cognitive Faculties: One of the Main Objects of Preschool Education" (Venger); and (27) "Interactive Curriculum--Interactive Pedagogy" (Pesic). Also contains summaries of eight other papers. (MDM)

This paper investigates the collaborative opportunities between formal and non-formal education providers to enhance learning, development, and peacebuilding. It emphasizes the complementary nature of formal education, known for its structured curriculum, and non-formal education, which prioritizes experiential learning. By identifying common interests and initiating collaborative efforts such as internships and research collaborations, it can lead to creating the link between theoretical knowledge and practical skills. The role of education in peacebuilding is highlighted, showing how both educational approaches can foster social cohesion in post-conflict societies. Recommendations for policymakers include fostering partnerships, promoting internationalization, and providing funding to support collaboration. The paper suggests evaluating the effectiveness of such programs through criteria like education quality, participation levels, and participant feedback. A case study of Montenegro shows the integration of non-formal education in a society traditionally valuing formal education, suggesting the establishment of state-supported centers and joint peacebuilding programs. The collaboration between the University of Montenegro and the UNESCO Chair Programme exemplifies the potential impact of such international partnerships. [For the full proceedings, see ED652261.]

The 10th Triennial World Conference of the World Council for Curriculum and Instruction (WCCI) was held September 10-15, 2001 in Madrid, Spain. The theme of the conference was "Cultures of Peace." Thirty-four papers and presentations are divided into nine sections. Part I, Tributes to the Founders of WCCI, includes: (1) Tribute to Alice Miel (Louise Berman); and (2) Tribute to Maxine Dunfee (Norman Overly). Part II, Promoting Dialogue about Cultures of Peace, includes: (3) Counting All, Ignoring None: Problems and Promises for a Culture of Peace (Piyush Swami); and (4) Quality Education: Educational Personalization and Social Pertinence (Ramon Perez Juste). Part III, Reflecting on the Values, Attitudes, and Behaviors that Inspire Peaceful Social Interaction and Sharing, includes: (5) Pedagogy of the Spirit: Creating Pathways to Peace (Diane Lee); (6) Knowledge and Curriculum: Diversity and Stability (Jagdish Gundara); (7) Sources of Values and Their Influence on Teachers' Practices (Vivienne Collinson); and (8) Fostering a Culture of Peace through Education (Panna Akhani). Part IV, Exploring Reasons for Conflict, includes: (9) The Voices of Victims of Torture, the International Community, and Educating for Peace (Matin Royeen); (10) Teacher Education Students' Perceptions and Views about Equity and Discrimination in Universities in Ankara, Turkey (Hasan Huseyin Aksoy); (11) Formation of Pre-Peace Values through Social Cognition (Martina Navarro); (12) Towards the Culture of Peace and Non-Violence (Lydia Fernandes.); (13) Peace and Human Rights: A Case Study of Undergraduate Students in India (Ragini Didolkar and Panna Akhani); and (14) The Relationship between Conflict Management Styles Used by School Principals and Job Satisfaction Levels of Teachers (Ali Ilker Gumuseli). Part V, Curriculum Practice to Create Peaceful Classrooms and Schools, includes: (15) The Renaissance Group: One Institution's Response to the Principles that Support Diversity and Peace in Teacher Preparation Curricula (Shirley Stennis-Williams); (16) Cross-cultural Counseling: Problems and Prospects (Elvira Repetto); (17) Curriculum on Peace (Jean Benton); (18) The International Educational Initiatives K-12 Curriculum: A Road to Peace and Moral Leadership (Judith Johnson and Michael Higgins); (19) Research and Development of a Cooperative Learning Model of Whole School Learning Reform in Chieng Mai, Thailand (Ranumas Ma-oon); (20) The Socio-Cultural Animator and Interpersonal Mediation (Maria Angeles Hernando Sanz); (21) Enhancing the Appreciation of Pre-Service Teachers for Religious Diversity (Kathleen Conway); and (22) Managing Violent Behavior in the Secondary Schools: A European Perspective (Leslie Caul and Sandra McWilliams). Part VI, Developing Social Awareness and Conscience in Children, includes: (23) The Way of the Hero: Children's Understandings of Social Responsibility (Roxana Della Vecchia); and (24) Using Children's Literature to Promote Equity, Peace, and Universal Realization of Human Rights (Judy Leavell and Nancy Ramos-Machail). Part VII, Contributing to the Development of Peaceful Communities, includes: (25) A Story of the Peace Boat: A Strategy for Creating A Culture of Peace (Ayako Ogawa); (26) An Interprofessional Collaboration Model: Cultivating Healthy Communities (Berta Gonzalez); and (27) Teaching Strategies to Promote Collaboration with the Local Community in the Development of a Curriculum which Cultivate the Ideal of Harmonious Coexistence (Quintina Martin-Moreno Cerrillo). Part VIII, Creating Curriculum to Preserve the Balance of Nature on the Planet, includes: (28) Waste Management and Environmental Education: Some Imperatives Towards a Culture of Peace (Basilisa Camacho); (29) A Study of Environmental-relevant Components of University Science Teacher Education in Nigeria and Zimbabwe for the 21st Century (Busari Olanitemi O. Elizabeth); (30) Misconceptions Held by Elementary Education Majors Regarding Three Environmental Issues (Tahsin Khalid); and (31) Effects of Learning by Using Storyline Methods on Environmental Science Learning Achievement and Satisfaction Towards Instruction of Upper Secondary School Students (Pimpan Dachakupt and Payao Yindeesuk). Part IX, Creating New Forms of Solidarity and Communication through Technology, includes: (32) The Educational Use of International Mass Media for Teaching Peace Studies and Conflict Resolution Strategies (Wilesse Freeman Comissiong); (33) Report on Global Strategies: Bridging Education, Technology and Human Performance Divides through Digital Equity (Joyce Pittman); and (34) Learning Across the Continents: Using Internet Technology to Promote Multicultural Understandings and Communication (Jeffry Gordon and Johanna Looye). (Individual papers contain references.)

The aim of the study is to examine how multiculturalism and peace studies have been viewed in Brazilian and North American literature as gleaned both from Brazilian research studies and articles presented at Peace Education Special Interest Group (SIG) in American Education Research Association (AERA), within the scope of 2010-2014, which concludes that multiculturalism and peace studies may offer groundbreaking venues to promote education provision to every one, civilian and military students together with reforms in higher education. [For the complete Volume 14, Number 1 proceedings, see ED568088.]

Faculty of Educational Sciences has recognized the importance of education for interculturalism, and it organizes the conference entitled "Education for interculturalism" every five years, so that all participants could gain new insights about interculturalism and strengthen their intercultural competencies. Modern interculturalism, as a modern and current topic in scientific and public educational policy, appears in the 20th century in the United States as an expression of pragmatic interest for international convergence of majority and minority ethnic groups. Education must be directed to the full development of the humans and strengthen respect for human rights and fundamental freedoms. It must promote understanding, tolerance and friendship among all nations, racial or religious groups, and further support the United Nations work on the maintenance of peace. Pedagogy as a scientific discipline has an important role in the development of intercultural society. It cannot take full responsibility for suppressing racism and promoting intercultural competencies, but it is important in facilitating the development of students' intercultural competencies, skills, attitudes, values and knowledge. Education which is aimed at only one culture is more and more undesirable and unfamiliar to today's students. It is important that the transformation of the education system, in addition to a series of plural democratic demands, pays much more attention precisely to cultural sensitivity that will meet the educational needs of every individual, and as an educational effect among young people, develop respect, appreciation and a positive attitude towards differences, education for diversity. The immediate implications of the new approaches to pedagogy are also reflected in the implementation level, national curriculum and the implementation in (school) practice: encouraging team work in the classrooms (cooperative approach), adopting European values, education for solidarity, empowering the personality and self-esteem of students, developing motivation for learning (changes in the way of work), (co)construction of the school curriculum, and towards the intercultural school community. The need for changes in traditional schools stems from the creation of a new paradigm: towards viewing life and the world from multiple directions and philosophical views, where the educational way of thinking changes as well as the structure of the school, from (pre)enhanced cognitive, towards social relations, democratic participation, the acquisition of competences, collaborative learning and solidarity. School can significantly influence, through intercultural curriculum, the formation of intercultural attitudes and preparation of students for mutual and equal relations. Therefore, the importance of indirect impacts hidden curriculum which is reflected in the organization, the social structure of students, school culture, relations between teachers and students, teaching methods, extracurricular activities of students is unquestionable. It is meetings of researchers and teachers from different backgrounds and countries, and in these conferences in the field of interculturalism that allow the exchange of educational experiences in learning and understanding of intercultural relations in different countries and have a significant, not only informative, but also educational value. The conference was very fruitful and stimulating with the conclusion that with such small steps we actually made a decisive step towards improving the position of Roma in education. Generally, investment in human capital is one of the most important foundations of the sustainable development of human beings, and their individual growth and development as well as investment in human society as a whole. Therefore, the sustaining of diversity and global exchange of goods represents one of the greatest challenges that humanity faces today, the solution of which depends largely on the principles governing the relationships between individuals in a society--what was promoted within the framework of all activities of the Project RO-ufos-luna-MI and presented in the context of scientific and professional papers of the conference. The Faculty of Education in Osijek, together with its partner, the Association of Roma Friendship Luna from Beli Manastir, has launched a project titled "The Improvement of the Position of Roma Children in Education in Baranja Region" (RO-ufos-luna-MI) in order to contribute to raising awareness of the importance of creating an intercultural atmosphere in the community. The associates on the project are the Osijek Branch Office of the Teacher Training Agency, the Dr Franjo Tudman primary school, and Cvrcak nursery school from Beli Manastir. The contracting authority is the Agency for Vocational Education and Training and Adult Education. The project is cofinanced by the European Union. Papers included in this document include: (1) Intercultural Approach to Education of Members of the Roma Minority (Vesna Bedekovic); (2) Dialogue--a Tool for Overcoming Segregation (Christiane Seehausen); (3) The Possibilities of Improving the Position of Roma Children in Education (Josip Ivanovic); (4) Education for Dialogue and Coexistence in Pluralism (Antun Šundalic); (5) Opportunities for the Development of Teachers' Competences for Working with Roma Children (Vesnica Mlinarevic and Maja Brust Nemet); (6) Roma Parents and Children on Education--a Sociological Analysis "They have to finish school because the rules are strongly changing with us, too." (Željko Boneta, Melita Pergar, and Željka Ivkovic); (7) The Connection of the Tradition of Roma Family with the Inclusion in Life and Work of Educational Institutions (Maja Brust Nemet and Duško Kostic); (8) Attitudes of Teachers on the Roma in Education (Vesnica Mlinarevic, Ana Kurtovic, and Nikolina Svalina); (9) The Vicious Circle of the Roma Educational Progress (Svjetlana Maric, Željko Popovic, and Irella Bogut); (10) The Bayashi Language and Identity--Commodification and Objectification Practices in Education: a Case Study (Klara Bilic Meštric); (11) Analysis of the Attitudes of Teachers and their Impact on Intercultural Education (Ivana Šustek); (12) The Textbook--a Resource for Teaching and Learning about Differences (Lidija Bakota, Andelka Peko, and Rahaela Varga); (13) The Roma Genocide, Appendix to the Civic Education Class (Hrvoje Volner); (14) The Enrichment of Future Teachers' Pre-service School Practice through Volunteer Work in the Educational System (Željko Racki, Ranka Jindra, Matea Mikulic, and Marija Sablic); (15) Roma Music in Teaching Music Education (Amir Begic); (16) Intercultural Education of Music in the First Four Years of Grade School (Jasna Šulentic Begic); (17) A Practical Example--the Implementation of the Pilot Project of Roma Education in the Primary School "Dr. Franjo Tudman" (Melita Lesic); (18) School is oh-so-Good (Vladimir Popovic); (19) The Importance of the Half-Day Stay in Upbringing and Education of Roma (Dajana Babli); (20) Band Playing Music as a Means of Integration of Roma Nationality (Sanja Nuhanovic); and (21) Music as a Means of Education for Roma Children (Ana Popovic). [This document is presented in both English and Croatian. Individual papers contain references.]

These proceedings contain the papers of the International Conferences on Educational Technologies (ICEduTech 2014), and Sustainability, Technology and Education (STE 2014). The International Conference on Educational Technologies (ICEduTech 2014) is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Scientists, professionals and institutional leaders are invited to be informed by experts, sharpen the understanding of what education needs and how to achieve it. Topics for the ICEduTech Conference include: (1) Education in Context: Education in the Network Society, Educational Games, Social Media in Education, Home Schooling, Students' Rights, Parents' Rights, Teachers' Rights, Student-Safe Searching, School Violence, Education and Tolerance for Peace and Education in Developing Countries; (2) Education as Professional Field: Teacher Education, Teachers' Professional Development, Teachers' Workload, Teacher Support for Grading, Time Tabling, Grading, Learning Tools, and Online Learning Software, Teachers' learning in Communities of Practice, Web-based Communities for Teacher Support, Teachers' Career Planning, Legal and Financial Issues, Conflict Resolution and Mediation, Governance and Servant Leadership and Educational Policies; (3) Curricular Evolution: Problem-based Learning, Critical Thinking Skills, Creativity Skills, Learning Citizenship, Global Education, Media Literacy / Pedagogy, Multicultural Education and Alternative Assessment Methods; (4) Learner Orientation: Student-Oriented Learning, Peer- and Collaborative Learning, Learning Strategies: Learn how to Learn, Motivating Students, Recognizing Students' Learning Styles and Special Education; (5) Integrating Educational Technologies: Social Media and Social Networking, The Semantic Web 3.0, Podcasting for Broadcasting Video Lectures, Podcasting feedback to students, Wiki and blogs in Higher Education, Mobile, Virtual and Vicarious Learning and Simulations and Modeling; and (6) International Higher Education: Marketing Higher Education as a Business Case, Pitfalls and Solutions in Joint and Double Degree Programs, Enculturation and International Teacher Accreditation, Web-based, Mobile, Virtual Presence and Social Media to Overcome Student Mobility, Blended Learning and Student Assessment at a Distance, Student Mobility and Distance Education, New-Emerging Standards and Benchmarks for Higher Education, Education, Research, Exchange and Capacity Building, 21st Century Academic and Industrial Brain Exchange, Academic Salaries, Faculty Contracts, Residence Permits and Legal Issues, International Student Exchange Funding Programs: Erasmus Mundus, the U.S. Council on International Educational Student Exchange, and the Euro-American "Atlantis" program, Networks for International Higher Education in the Pacific, Australia, Europe, Asian and European countries and Higher Education, Cultural Diversity, Tolerance and Political Conflict. The International Conference on Sustainability, Technology and Education (STE) aims to address the main issues which occur by assessing the relationship between Sustainability, Education and Technology. Broad areas of interest are: Sustainability and Leadership, Sustainability and Green IT, Sustainability and Education. Following three Keynote Lectures by Chun-Yen Chang, David Tawei Ku, and Pedro Isais, the full papers presented are as follows: (1) The Study of Adopting Problem Based Learning in Normal Scale Class Course Design (Chia-ling Hsu); (2) Student Learning Through Hands-On Industry Projects (Lingma Lu Acheson); (3) A Study of Facilitating Cognitive Processes with Authentic Support (Rustam Shadiev, Wu-Yuin Hwang, Yueh-Min Huang and Tzu-Yu Liu); (4) Mobile-Assisted Second Language Learning: Developing a Learner-Centered Framework (Choy Khim Leow, Wan Ahmad Jaafar Wan Yahaya and Zarina Samsudin); (5) Social Interaction Development through Immersive Virtual Environments (Jason Beach and Jeremy Wendt); (6) Teaching and Learning in the Digital Era: A Case Study of Video-Conference Lectures from Japan to Australia (Seiko Yasumoto); (7) Lessons Learnt from and Sustainability of Adopting A Personal Learning Environment & Network (PLE&N) (Eric Tsui and Farzad Sabetzadeh); (8) Studying Challenges in Integrating Technology in Secondary Mathematics with Technological Pedagogical and Content Knowledge (TPACK) (Dorian Stoilescu); (9) Building Better Discipline Strategies for Schools by Fuzzy Logics (Dian-Fu Chang, Ya-Yun Juan and Wen-Ching Chou); (10) Assessing Critical Thinking Performance of Postgraduate Students in Threaded Discussions (Cheng Lee Tan and Lee Luan Ng); (11) Work-Integrated Learning with Work-Integrated Learners (Martin Gellerstedt and Tobias Arvemo); (12) A Framework for Gamified Activities Based on Mobile Games (Ana Amelia Carvalho, Inês Araújo and Nelson Zagalo); (13) The OpenForest Portal as an Open Learning Eosystem: Co-Developing in the Study of a Multidisciplinary Phenomenon in a Cultural Context (Anu Liljeström, Jorma Enkenberg, Petteri Vanninen, Henriikka Vartiainen and Sinikka Pöllänen); (14) Designing Participatory Learning (Henriikka Vartiainen); (15) The Relationship among Principals' Technology Leadership Teaching Innovation, and Students' Academic Optimism in Elementary Schools (Chuan-Chung Hsieh, Hung-Chin Yen and Liu-Yen Kuan); (16) Design Research Methods for Future Mapping (Sugandh Malhotra, Prof. Lalit K. Das and Dr. V. M. Chariar); (17) Makahiki: An Open Source Serious Game Framework for Sustainability Education and Conservation (Yongwen Xu, Philip M. Johnson, George E. Lee, Carleton A. Moore and Robert S. Brewer); (18) The Relationships among Principals' Distributed Leadership, School Knowledge Innovation and ICT Use in Taiwanese Elementary Schools (Chuan-Chung Hsieh, Jui-Hsuan Hung and Hao-Chiou Li); (19) Beauty of Wholeness and Beauty of Partiality "New Terms Defining the Concept of Beauty in Architecture in Terms of Sustainability and Computer Aided Design (Ayman A. Farid, Weaam M. Zaghloul and Khaled M. Dewidar); (20) Galvanizing Local Resources: A Strategy for Sustainable Development in Rural China (Eun Ji Cho); (21) Teaching Assembly for Disassembly: An Under-Graduate Module Experience (Eleftheria Alexandri); and (22) System-Events Toolbox- Activating Urban Places for Social Cohesion through Designing a System of Events that Relies on Local Resources (Davide Fassi and Roberta Motter). Short Papers include: (1) A Design and Development of Distance Learning Support Environment for Collaborative Problem Solving in Group Learners (Takuya Nitta, Ryo Takaoka, Shigeki Ahama and Masayuki Shimokawa); (2) Academic Use of Social Media Technologies as an Integral Element of Informatics Program Delivery in Malaysia (Jane See Yin Lim, Barry Harper and Joe F. Chicharo); (3) Digital Storytelling across Cultures: Connecting Chinese & Australian Schools (Mark Pegrum, Grace Oakley, Cher Ping-Lim, Xi Bei Xiong and Hanbing Yan); (4) A Study on Building an Efficient Job Shadowing Management Methodology for the Undergraduate Students (Koichi Sakoda and Masakazu Takahashi); (5) Using Tablet PCS in Classroom for Teaching Human-Computer Interaction: An Experience in High Education (Andre Constantino da Silva, Daniela Marques, Rodolfo Francisco de Oliveira and Edgar Noda); (6) Technology and Motor Ability Development (Lin Wang, Yong Lang and Zhongmin Luo); (7) The Integrated Framework of College Class Activities--Using Learn Mode with the Introduction of Educational Technology as an Example (Chia-Ling Tsai and David Tawei Ku); (8) Training Pre-Service Chinese Language Teachers to Create Instructional Video to Enhance Classroom Instruction (Lih-Ching Chen Wang and Ming-Chian Ken Wang); (9) Using Project-Based Learning and Google Docs to Support Diversity (Amy Leh); (10) Exploring Social Equity Aspects in Integrating Technology in Primary Mathematics Education (Dorian Stoilescu); (11) Chinese Fantasy Novel: Empirical Study on New World Teaching for Non-Native Learners (Bok Check Meng and Goh Ying Soon); and (12) Building of a Disaster Recovery Framework for E-Learning environment Using Private Cloud Collaboration (Satoshi Togawa and Kazuhide Kanenishi). The reflection papers include: (1) Stoic Behavior Hypothesis in Hint Seeking and Development of Reversi Learning Environment as Work Bench for Investigation (Kazuhisa Miwa, Kazuaki Kojima and Hitoshi Terai); (2) Alternative Assessment Methods Based on Categorizations, Supporting Technologies and A Model for Betterment Marion G. Ben-Jacob and Tyler E. Ben-Jacob; (3) Wiki -Enhanced Scaffolding to Encourage Student Participation in a Content and Language Integrated Learning (CLIL) Classroom (Chun-Yi Lin) ; and (4) Pragmatics and Seminotics: Movies as Aesthetic Audio-Visual Device Expedite Second Language Acquisition (Lucia Y. Lu). Individual papers contain references. An author index is included. [These conferences are co-sponsored by Curtin University, Curtin Business School (Australia), and the International Society for Professional Innovation Management.]

The purpose of this study is to investigate how a bilingual education program would conserve the cultural heritage, linguistic knowledge, religious, and ethnic identity of minority peoples. This study utilized an explanatory sequential mixed method, conducted in two phases: a quantitative phase followed by a qualitative phase. For quantitative data collection, there were 280 participants. For qualitative data collection, 12 participants were interviewed. Both quantitative and qualitative data reflected that a bilingual education program could promote peace among the members of society, increase the educational success of students, and contribute to social justice including equal educational rights. Such as system might also increase brotherhood between different ethnic groups in society and perhaps resolve the conflicts among them in Turkey.