Rewriting Narratives, Rebuilding Peace: The Transformative Role of Education in Conflict-Affected Tourism in Nagaland, India

This study investigates the transformative role of stakeholder education in conflict-affected tourism landscapes, focusing on Nagaland, Northeast India. Utilizing an interpretative phenomenological analysis (IPA) approach, this research draws on in-depth interviews with local tourism stakeholders, including guides, homestay operators, and cultural facilitators, to explore how education reshapes narratives, fosters intercultural understanding, and promotes peacebuilding in regions historically misrepresented as remote or unsafe. The findings reveal that education enables tourism professionals to act as cultural ambassadors, dismantling entrenched stereotypes and bridging communication barriers through storytelling, digital platforms, and experiential encounters. Festivals such as the Hornbill Festival serve as living classrooms, where shared learning and identity negotiation build mutual respect and resilience. Respondents consistently highlighted education not merely as a tool for skill development but as a vehicle for cultural diplomacy and bottom-up peacebuilding, culminating in the idea of education-as-andragogy in tourism. By positioning tourism as a relational and educational process, this study contributes to the discourse on sustainable tourism and the narrative justice. This aligns closely with the United Nations Sustainable Development Goals, particularly SDG 4 (Quality Education) and SDG 16 (Peace, Justice, and Strong Institutions), affirming that inclusive education and stakeholder empowerment are pivotal in fostering sustainable development and long-term peace in conflict-affected regions. The insights from this study offer valuable guidance to destination management organizations and policymakers in addressing gaps in tourism planning and policy formulation in conflict-prone areas.