<![CDATA[This study aims to analyze the conceptualization of peace education as conflict resolution and a substantive mission of Civic Education (PKn), as well as its implementation in strengthening the value of tolerance and a culture of peace in Indonesia. This descriptive qualitative research utilizes a library research method by examining SINTA-accredited journal literature (2021–2026), authoritative texts, curriculum documents, and peace resolutions. Data were analyzed using qualitative content analysis through condensation, thematic categorization, and conclusion drawing. The results show: (1) The conceptualization of peace education is rooted in the philosophy of non-violence, social justice, and mutual trust. As a fundamental mission of PKn, this education transforms destructive conflicts into social cohesion through the formation of civic virtue and civic intelligence to create smart and good citizens; (2) The realization of peace education is integrated into three strategic domains: macro (affirmative policy, religious moderation, and anti-discrimination laws), meso (peaceful school culture, peer mediation, family role models, and local wisdom), and micro (culturally responsive PKn curriculum reconstruction, problem-based learning, and dialogic pedagogy). The synergy of these three domains is essential to mitigate polarization, prevent violent extremism, and maintain the integrity of the Unitary State of the Republic of Indonesia.]]>
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