In an era marked by intensifying geopolitical instability and protracted humanitarian crises, the role of education transcends conventional pedagogical functions to emerge as a critical vector of diplomatic engagement and peacebuilding. This article proposes a novel conceptual framework—termed Educational Diplomacy—to elucidate the strategic deployment of education as a form of soft power within crisis zones, where traditional diplomatic mechanisms often falter.

Anchored in both theoretical discourse and empirical inquiry, the research draws extensively on case studies and policy evaluations within conflict and post-conflict regions, with a particular emphasis on data derived from initiatives in Eastern Europe and the broader Black Sea region, including Romania’s engagement facilitated through UNAp București. Employing a rigorous mixed-methods methodology, the study synthesizes meta-analytical bibliographic review with qualitative data from stakeholder interviews, focus groups involving educators, policymakers, and civil society actors, as well as quantitative measures of educational outcomes and social capital indices in affected communities.

Findings reveal that educational diplomacy operates through multi-scalar modalities: as a platform for intercultural communication and trust-building; as a mechanism for resilience enhancement through curriculum innovation and inclusive pedagogies; and as a conduit for fostering youth agency in peace processes. Crucially, the research delineates the conditions under which educational initiatives catalyze positive social transformation, highlighting the interplay between governmental policy frameworks, international cooperation, and localized community participation. Challenges such as resource asymmetries, securitization of education, and politicization of curricula are critically examined, emphasizing the necessity for context-sensitive, ethically grounded approaches.

This article advances the conceptual boundaries of soft power by articulating educational diplomacy not merely as a supplemental tool but as a foundational pillar of sustainable peacebuilding strategies in crisis zones. It advocates for the strategic integration of educational diplomacy within national and supranational policy architectures, underscoring the pivotal role of higher education institutions—exemplified by UNAp București—in incubating innovative pedagogical models, fostering intercultural academic networks, and informing evidence-based policy development.

By foregrounding education as an instrument of diplomatic agency and conflict transformation, this study contributes substantively to the scholarly literature on peace education, international educational cooperation, and the politics of knowledge in zones of instability. It calls for renewed scholarly and policy attention to educational diplomacy’s capacity to mediate contested identities, de-escalate conflict dynamics, and construct durable frameworks for coexistence in the twenty-first century’s most fragile geopolitical landscapes.

Keywords: Educational diplomacy and soft power, peacebuilding through education, conflict-affected educational systems, intercultural dialogue in crisis zones, transnational educational cooperation.