‘’None of the Arab states joining the accords (both current and prospective) share a border with Israel, nor has any participated in combat against it in any of the seven Arab-Israeli wars between 1948 and 2006 (except for Morocco, briefly, during the October 1973 war). Also, Israel’s political relations with these countries prior to the acco

This approach trains responsible citizens who are committed to building the common good. The innovative use of digital technologies can multiply the possibilities for intercultural educational cooperation. Collaborative platforms, virtual classrooms, and online projects make it possible to overcome geographical and financial constraints. These tool

or trilingual programs (Arabic, Hebrew, English), transnational educational projects, and regular exchanges of teachers and students. They would serve as educational laboratories to test innovations before they are rolled out more widely. A rigorous evaluation of pilot projects would enable the identification of best practices and the adaptation of

where young people work together on shared challenges: environmental protection, technological innovation, social entrepreneurship, or humanitarian action. This project-based approach promotes concrete cooperation beyond cultural differences. The development of integrated curricula on the cultural heritage shared by the signatory countries would ma

The Franco-German reconciliation process offers an instructive model for integrating education into peace agreements. The Franco-German Youth Office (OFAJ), created in 1963, has organized more than 370,000 exchanges, reaching nearly 9 million young French and Germans. This experience demonstrates the effectiveness of structured exchange programs in