Architectural Education as a Catalyst for Peace: Engaging Conflict‐Affected Youth through Experiential and Participatory Learning

Abstract

This study examines the role of participatory research and community action in promoting peace among conflict‐affected youth in Colombia through architectural education. Using experiential learning (EL) methodologies, such as participatory action research (PAR) and tactical urbanism (TU), the project engaged young participants from conflict‐impacted regions in community interventions aimed at fostering reconciliation and social cohesion. The instructional design combined experiential teaching theories with Bloom's Revised Taxonomy and Fink's Taxonomy, providing a comprehensive framework encompassing cognitive, behavioural, and affective dimensions, including empathy and civic responsibility. Findings indicate enhanced engagement, leadership, and problem‐solving skills, fostering a sense of community ownership. Youth‐led interventions were found to reduce social tensions, strengthen community identity, and promote resilience. Despite challenges like limited internet access, adaptations ensured equitable participation, highlighting the importance of flexibility in programme design. This study underscores the potential of integrating architectural education at the primary and secondary levels as a tool for peacebuilding and sustainable community development. Policy recommendations include incorporating EL into national curricula and expanding educational programmes to align with peacebuilding objectives. These findings provide a basis for broader adoption of participatory education to foster enduring peace and social justice in post‐conflict settings.