| Description |
This phenomenological study investigates the presence of Restorative Justice in Education (RJE) within public elementary schools in Ulaanbaatar, Mongolia. Through qualitative methods, including interviews and observations, the research explores educators' experiences with conflict resolution and the implementation of restorative practices (RPs). The study identifies a significant research gap in RJE and RPs within the Mongolian educational context, highlighting educators' unfamiliarity with restorative concepts and practices. Despite this, teachers are increasingly interested in adopting RJE principles, emphasizing accountability, empathy, and community building, as alternatives to traditional punitive disciplinary measures.; The findings reveal that educators often depend on personal experiences from years of teaching to navigate challenges instead of relying on structured training. This research underscores the potential for RJE to transform educational settings in Mongolia by fostering a more inclusive and supportive learning environment, ultimately enhancing students' emotional and social development. In this study, I focused on developing two detailed recommendations for effectively integrating Restorative Justice Education (RJE) into the Mongolian educational framework. These initiatives aim to introduce alternatives to the traditional disciplinary approaches in Mongolian schools, shifting towards more holistic and relationship-centered strategies that support students' emotional and social development. |
