Today, we stand at one of the most critical moments in the global community. The world of humanity is now at a crossroads between peace and war. If we unite our hearts today, we can prevent war and destruction, and instead, build the peaceful world that all people have longed and hoped for. Such a world will become an eternal legacy for future generations.
Man Hee Lee, Chairman of HWPL, Messenger of Peace
Heavenly Culture, World Peace, Restoration of Light (HWPL) PEACE EDUCATION
Location:
Northern South Asia, It includes the Himalayas and the Karakoram mountain ranges, bordered by the Hindu Kush mountains to the west and the Arabian Sea to the south
Area:
881,913 km², ranking 33rd in the world
Population: Approximately 240 million people
Capital: Islamabad
Languages:
Urdu and English are official languages; regional languages include Punjabi, Sindhi, Pashto, and Saraiki.
Religion:
Islam is the dominant religion, with minority communities of Hindus and Christians coexisting
The fertile plains nurtured by the Indus River, Pakistan's agricultural products are reaching global markets
47% of the national territory is designated as agricultural land and 39% of that is cultivable
Global Production and Export Share (2023-2024)
• Rice (export): Around 10% of the global market share; 4th largest rice exporter
• Cotton (production): About 4% of global production; 6th largest producer, 5th largest exporter
• Sugar (from sugarcane, production): Around 4% of global production; 5th largest producer
• Mango: 4th in the world (Annual production: 2.7 million tons)
• Cotton: 6th in the world (5 million bales annually)
• Rice(production): 10th in the world (10.8 million tons annually)
• Wheat: 7th in the world (25 million tons annually)
• Dates: 5th in the world (0.73 million tons annually)
• Chickpeas: 2nd in the world, accounting for about 6% of global production
(Data from the latest FAO and USDA rankings, 2024)
“The
Himalaya-K2, surrounded by the ice, snow, and the grasslands of the Himalaya-Karakoram In 2016, the Central Karakoram National Park was listed on UNESCO’s Tentative List of World Natural Heritage Sites.
Within this park stands the majestic K2, located in the Gilgit-Baltistan region of Pakistan, along the border with China’s Xinjiang Uyghur Autonomous Region. Nearby are other towering 8,000-meter-class peaks such as Gasherbrum and Broad Peak.
This area features permanent snowfields above 6,000 meters, 66,000 hectares (660 km²) of glaciers (Baltoro, Godwin-Austen), alpine grasslands, and juniper forests.
This ecosystem is a critical habitat for rare wildlife, including the snow leopard, Marco Polo sheep, Himalayan ibex, and blue sheep.
Ancient Ice-Clad Peaks and High-Altitude Ecosystems of the Karakoram (Pakistan–China Border)
“The
Mohenjo-Daro – Ancient City of the Indus Valley Civilization Designated as a UNESCO World Cultural Heritage Site in 1980
Mohenjo-Daro, meaning “Mound of the Dead,” was one of the largest and most advanced cities of the Indus Valley Civilization, which flourished around the 26th century BCE. It is located in the Larkana District of Sindh Province, Pakistan, covering approximately 250 hectares on the western bank of the Indus River.
The well-planned grid street layout, baked carbon brick drainage systems, a public bath (the Great Bath), granaries, and defensive structures this highly sophisticated urban planning remains in the city. Together with other Indus sites such as Harappa, Kot Diji, and Mehrgarh, Mohenjo-Daro is considered a key source for the study of ancient urban history and early human civilizations.
If Mohenzodaro and Harappa in the Indus River basin represent the ancient period, Taksil is the representative site of the Indus River basin. It has been the center of Gandhara since the 4th century BC, and as the capital of the Kingdom of India-Greece and India-Skytai, it was a multinational city that developed through the fusion of Hellenistic civilization and Buddhist culture. At the same time, it flourished as a silk road city connecting West Asia, Central Asia, and India through active trade, and was especially famous for Takshila University, one of the two major educational institutions of ancient Buddhism, along with Nalanda University.
Heavenly Culture, World Peace, Restoration of Light (HWPL) PEACE EDUCATION
Every member of the global family desires peace, not war.
The Declaration of Peace and Cessation of War was proclaimed in Seoul, South Korea, on March 14, 2016, at 3:14 p.m.
Heavenly Culture, World Peace, Restoration of Light (HWPL) — a non-governmental organization registered under the UN Economic and Social Council (ECOSOC) with Special Consultative Status, the UN Department of Global Communications, and the Seoul Metropolitan Government of the Republic of Korea
— has consistently prioritized the enactment of a new international law to firmly establish a peaceful world. DPCW was finalized through discussions by the HWPL International Law Peace Committee, composed of legal experts from various countries in 2015, consisting of a preamble and 10 articles with 38 clauses.
Excerpt from the article
Prohibition of the threat or use of force
1. States should solemnly reaffirm that they refrain from the use of force in all circumstances, save where permitted by international law, and should condemn aggression as constituting an international crime.
2. States should refrain in their international relations from the threat or use of military force against the territorial integrity or political independence of any State, or in any other manner inconsistent with the purposes of the United Nations Charter or international law in general.
Friendly relations and the prohibition of acts of aggression
3. States should condemn the illegal occupation of territory, resulting from the threat or use of force in a manner contrary to international law.
State boundaries
1. In accordance with United Nations General Assembly Resolution 2625 (XXV), every State has the duty to refrain in its international relations from military, political, economic, or any other form of coercion aimed against the territorial integrity or political independence of any State, or in any other manner inconsistent with the purposes of the United Nations. It is without prejudice to instances when such forms of coercion may be lawfully applied, inter alia, to induce States to cease internationally wrongful acts, or when sanctioned by the United Nations Security Council.
2. Every State has the duty to refrain from the threat or use of force to violate the existing internationally recognized boundaries of another State, or as a means
of resolving international disputes, including territorial and frontier disputes, in a manner inconsistent with international law.
Self-determination
1. The duty of every State to refrain from the threat or use of force against the territorial integrity or political independence of any other State includes the duty to not engage in any action that would result in the dismemberment of any State, or force the secession or annexation of any territorial unit from that State.
1. States should recognize and engage with groups and organizations that seek to further the cause of peace as a global movement. States should facilitate such groups in their awareness-raising activities, including providing tuition in human rights and peace studies, as provided for, inter alia, in the Universal Declaration of Human Rights and the 1999 UN Declaration on a Culture of Peace.
2. States should recognize that, in order to preserve a lasting culture of peace, public awareness of the need for, and value of, peace should be created. In this regard, States are encouraged to facilitate activities, commemorations, and initiatives that engage public consciousness with peace, including the erection of peace monuments as an alternative to war monuments.
3. Heads of State and heads of government should acknowledge that they are uniquely well placed to encourage a culture of peace, and should act to support this declaration to bring about the cessation of war.
HWPL conducts peace education to spread the culture of peace to implement the Declaration of Peace and Cessation of War(DPCW), and this education aims to promote peace awareness and lead students to participate in voluntary peace activities as peace leaders.
“Courtesy is not a test question, but the best curriculum that leads to true learning.”
Peace education is spreading across 7 regions in Pakistan, with participation from 29 campuses.
- 35 LP activities conducted within the organization in 2024–2025
- 82 Peace Educator Training sessions conducted within the organization in 2024–2025 (with a total of 891 participants)
HWPL appoints local teachers who have completed the Peace Educator Training Program as official peace educators and these peace educators are then encouraged to implement peace education in their own communities and schools.
“There are 503 peace teachers in Pakistan.”
Implementation of Online Peace Educator Training
A teacher is the one who provides life wisdom and true knowledge, serving as the foundation for my growth. We should be grateful for the dedication and hard work of our teachers and cherish the wisdom and lessons they have imparted to us.
Status of Peace Education
Heavenly Culture, World Peace, Restoration of Light (HWPL) PEACE EDUCATION
Teacher’s Reflection on Lesson 1
As a teacher, I found this experience truly rewarding. The students were full of excitement and participated actively. Teaching about nature encouraged them to reflect on the importance of water and other natural resources, items we often take for granted, and recognize their true value and necessity. The students learned that balance among the components of an ecosystem is essential for everything to function smoothly. They came to understand and feel that if everyone fulfills their role to the best of their ability, chaos is avoided and peace is maintained.
Mehvish Muzaffar
Teacher, Millennium Education, Kensington Campus, Karachi, Pakistan
Teacher’s Reflection on Lesson 2
During the lesson I emphasized how essential communication and collaboration are for overcoming challenges and achieving success. This focus nurtured a spirit of unity and harmony among the students, and it allowed them to realize the power of working together.
Syeda Ayesha Sadruddin
Teacher, Millennium Education, Kensington Campus, Karachi, Pakistan
To explain independence, I asked the students to do a balance walk, and the girls won. Then, to help them experience interdependence, we played tug-of-war and the boys prevailed. Through these activities the students realized that achieving a goal requires working together with balance and harmony.
Nida Tariq
Teacher, Millennium Education, Kensington Campus,Karachi, Pakistan
The students were excited to keep both sides balanced during the activity. I linked this idea to daily life, explaining that just as the activity needs balance to succeed, so does life itself. This helped the students understand the vital importance of balance in their lives.
Kiran Fahim
Teacher, Millennium Education, Kensington Campus, Karachi, Pakistan
Student Reflections on Lesson 3
Students, Millennium Education, Holborn Campus, Gujranwala, Pakistan
1. Alishba: I felt encouraged when I heard that I could promote peace through my actions. From now on, I will be careful to prevent conflicts and try to help friends reconcile instead of fighting.
2. Esa: Now that I understand the dangers of disrupting peace, I will not ignore social injustices and will work to help everyone live together peacefully.
3. Arij: I felt sad seeing the difficult problems people face today. In the future, I will listen to others calmly and seek peaceful solutions rather than getting angry or fighting.
4. Haris: I have seen arguments and misunderstandings among friends. When that happens, I will take a deep breath, think rationally, and look for ways to solve the problem so that everyone can feel happy again.
Teacher’s Reflection on Lesson 4
As a teacher, I found that this lesson became an influential and foundational moment that inspired students to understand how order shapes an individual’s life. They explored practical ways to bring routine and structure into their own habits, which fostered personal growth. This allowed the students to realize the importance of maintaining order for a balanced life.
As a teacher, I introduced the concept of law and order, showing how following rules benefits daily life and helps each person become a responsible citizen. We discussed real-life examples and the personal rewards of disciplined behavior. This allowed the students to realize that respecting rules is a crucial step toward personal responsibility and social harmony.
As a teacher, I guided the students to explore the constant presence of order and harmony around them, emphasizing its significance. By observing examples in nature and community life, they felt motivated to help maintain this order. This allowed the students to realize that preserving harmony requires active effort from each of them.
Teacher’s Reflection on Lesson 5
Peace education empowers students to see conflicts not as battles to win but as opportunities to understand and heal. As a teacher, I taught that gratitude turns what we have into enough—and more. I explained that in a world of constant want, gratitude serves as the true currency of abundance. By encouraging students to be thankful for even the smallest blessings, I showed how appreciation becomes the foundation of a joy-filled life, magnifying the beauty in every moment. This allowed the students to realize that a grateful heart attracts positivity and abundance. By cultivating empathy and gratitude together, we build inclusive classrooms where every voice is valued.When learners internalize these lessons, they carry peaceful solutions into their homes and communities.
Teacher, Millennium Education, Kensington Campus, Karachi, Pakistan
Engaging students in hands-on peace-building activities proved both productive and rewarding. Guiding them to design mini-campaigns and share ideas for reducing campus conflict fostered a strong sense of ownership and agency. This allowed the students to realize that they can be active participants in wider peace-promoting efforts.
Teacher, Millennium Education, Wembley Campus, Sargodha, Pakistan
This opportunity enabled colleagues and students to envision how everyday choices can cultivate peace in society. By mapping local issues, drafting collaborative pledges, and reflecting on the global impact of simple acts of kindness, they saw that sustained, collective action is the most effective path to lasting peace. This allowed the students to realize the decisive power of consistent cooperation.
Teacher, Millennium Education, Wembley Campus, Sargodha, Pakistan
Learners showed genuine enthusiasm for helping others and immediately connected consideration with positive change in their own lives. After discussing community needs, they donated part of their pocket money to a nearby hospital, experiencing firsthand how collective generosity strengthens solidarity. This moment revealed that peace-focused lessons move beyond theory: they cultivate compassion, reinforce social responsibility, and inspire students to view kindness as an everyday practice that enriches everyone involved.
Teacher, Millennium Education, Kensington Campus, Karachi, Pakistan
When students learned to examine an issue from both their own viewpoint and that of others, they discovered that mutually beneficial solutions emerge more readily. The simple shift of pausing to acknowledge another perspective reduced tension and encouraged respectful dialogue. By practicing this mindset across classroom discussions, they recognized that empathy is not abstract but a practical tool for resolving conflicts peacefully and building relationships rooted in trust.
During a role-play on consideration and caring for others’ perspectives, students explored common classroom dilemmas and reflected on the emotions behind each scenario. They observed that listening carefully and responding kindly created a shared sense of happiness and well-being. The activity highlighted that peace education equips learners with the confidence to choose understanding over judgment, proving that empathy and courage together can transform everyday interactions into moments of harmony.
Teacher’s Reflection on Lesson 7
Teaching sacrifice to my grade-4 students through the HWPL peace chapters was profoundly enlightening. As we explored stories of selfless acts, their faces shifted from curiosity to quiet reflection, and their thoughtful questions revealed how deeply the idea resonated. They explained that small sacrifices—sharing time, listening, or skipping a privilege—can lighten a friend’s load and create a kinder classroom. Their open minds and wholehearted engagement reaffirmed for me the need to plant these values early, before habits harden. I ended the lesson inspired by their capacity for empathy and eager to keep nurturing it in every session ahead.
Reflections
Understanding and forgiving others encourages learners to step outside their own viewpoint, acknowledge the emotions that lie beneath misunderstandings, and replace resentment with empathy. As students reflected on small conflicts they have experienced, many recognized that holding on to anger drains energy, while choosing forgiveness feels liberating and strengthens trust. This insight shows that peace education equips young people with practical emotional skills: they learn to pause, listen, and respond with patience, reducing the likelihood of escalating disagreements. By internalizing these habits, learners set off a widening ripple of compassion that can reshape classroom culture, deepen friendships, and eventually influence the broader community.
Teacher’s Reflection on Lesson 9
Respect emerged as a cornerstone value in today’s lesson, revealing to students that courtesy is not a sign of timidity but a mark of inner strength and genuine care for others. As the discussion deepened, many voiced how offering respect brings an immediate sense of happiness and personal dignity, reinforcing the notion that giving and receiving respect are mutually reinforcing. They recognised that a respectful mindset prevents hurtful words and actions and encourages appreciation of diverse thoughts and ideas. This insight demonstrates that peace education equips learners with practical tools to build harmonious relationships and strengthens their confidence to act with kindness in any setting.
Student Reflections on Lesson 10
I truly believe this may be one of the most important classes I have ever taken. HWPL’s cultural-heritage resources were thorough yet easy to explore, showing me how history, art, and identity intertwine. Working in small groups to design “heritage-protection pledges” was inspiring; everyone contributed ideas on how young people can safeguard monuments, languages, and festivals before they disappear. The enthusiastic conversations and team spirit made the classroom feel alive. By the end of the lesson I understood that preserving cultural heritage is not only about the past—it is also an act of peace for the future, and I feel motivated to start raising awareness in my community.
Anoushay Zahid
Student, Millennium Education, Holborn Campus, Gujranwala Cantt, Pakistan
Students, Millennium Education, Greenwich Campus, Islamabad, Pakistan
Teacher and Student Reflections on Lesson 11
Today’s discussion confirmed that peace education plants seeds of empathy early. Hearing students connect forgiveness, kindness, and inclusion to everyday actions shows they are internalizing these values. We believe the lessons will continue to shape their choices, guiding them toward respectful and responsible citizenship.
Beenish Farrukh
Teacher, Millennium Education, Greenwich Campus, Islamabad, Pakistan
• Husnain Shah: “Peace means saying sorry and forgiving each other. When we own our mistakes and forgive, the whole classroom feels lighter and happier.”
• Umaiza Junaid: “Let’s create peace by helping and caring for each other. Even small acts—like sharing supplies—make everyone feel included.”
• Zarbaf: “Peace makes our world a better place. If we start with kind words today, we can build safer streets tomorrow..”
• Muhammad Moosa: “I will be kind to everyone, even if they are different. Differences should be celebrated, not feared.”
Reflections on Lesson 12
Peace education in schools is indispensable for cultivating students who combine empathy with practical conflict-resolution skills. By deliberately weaving empathy exercises, respect for diversity, and guided peaceful dialogue into everyday lessons, learners move beyond theory and acquire a genuine, lived understanding of peace. This process refines emotional intelligence: students learn to recognize their own feelings, interpret the perspectives of classmates, and respond with patience rather than hostility. As respectful attitudes take root, a visibly harmonious school culture emerges—one in which disagreements are addressed through calm discussion, teasing gives way to cooperation, and every student feels safe to share ideas. Moreover, peace-centered learning strengthens critical-thinking abilities; learners begin to evaluate information more fairly and reject stereotypes that drive division. Over time these shifts ripple outward, helping families and local communities see the value of dialogue over confrontation. In short, sustained peace education equips young people not only to avoid conflict but also to build inclusive environments where dignity and mutual respect flourish.
Asifa Choudhry
Teacher, Millennium Education,Wembley Campus, Sargodha, Pakistan
I am humbled to receive the Best Peace Educator Award 2025. I thank Mr. Chairman Lee Man Hee for his vision and this award. Our mission in the Millennium Education for Peace aligns with this vision of peace around the world. Hence, we join hands with HWPL to create more peace, and we work toward this common goal to achieve peace in Pakistan. As it fits well with our philosophy, religion, and all our concepts, we wish for more peace in the world. Therefore, our education group will advance this process even further this year. We would like to thank Chairman Lee
Man Hee once again. The spirit of peace is immensely important to us, to Pakistan, and to our faith, so we will work more diligently to ensure peace for all our students and staff, and thereby for the world. Having already trained with HWPL Peace Educators, we will create an even larger impact starting from our classrooms. The most important message is: “We Are One!”
Sabina Zakir
director of Community, and Communications and Outreach The Millennium Education Group
Chaudhry Faisal Mushtaq
Millennium Education, CEO
A“I have to say, the transformation has been nothing short of inspiring. Although peace education has always been part of our curriculum but incorporating HWPL principles has added a new dimension to it. With the structured training from HWPL we have seen a big change especially among our youth. Our students now have a stronger sense of connection-not just to themselves but to their community and the environment around them. The emphasis on understanding and empathy has made them look beyond their individual lives and see themselves as global citizens with a responsibility to contribute positively to the world.”
Why do you think Peace Education is needed? What does HWPL peace education mean to you, Mr. Musutak?
A“Peace education, to me, is the pulse of a progressive society. It’s not just a subject; it’s a basic need for a better world. Today where differences lead to divisions and conflicts, educating individuals about peace can change mindsets and create a culture of empathy, tolerance and understanding. For me, peace education means equipping people with the tools to resolve conflicts through dialogue, to embrace diversity and find common ground with others. It’s about raising a generation that values coexistence and puts humanity above hostility. In short, peace education shapes individuals into compassionate leaders and responsible global citizens who will make a world where every life is respected and loved.”
Everyone, where should we establish the peace monument? We should establish a peace monument in our thoughts and hearts. That is why we need peace education. What is it? Recreation. Isn't it because the previous one is wrong that we create something new? Don’t we legislate the new law since the previous law is wrong? Likewise, we should build a new housepeace-in our hearts.
Man Hee Lee, Chairman of HWPL, Peace Messenger
Heavenly Culture, World Peace, Restoration of Light (HWPL) PEACE EDUCATION
Heavenly Culture, World Peace, Restoration of Light (HWPL) PEACE EDUCATION