Ndethiu, Sophia M.2023-06-052023-06-052021Ndethiu, S. M. (2021). Collaborative Learning and Role of Nonviolent Pedagogy in Promoting 21st Century Skills: A Theoretical Perspective. Indiana Journal of Humanities and Social Sciences, 2(4), 19-24.2582-8630http://ir-library.ku.ac.ke/handle/123456789/25648Research ArticleCollaboration is indisputably being recognized as one of the most important attributes in defining personal, academic and professional success in the context of a globalizing world. Among the other 21st century skills (critical thinking, creativity and communication, the ability to work in teams (collaboration) has become one of the most sought after skills. In order to achieve the SDG goals, collaborative skills will be critically instrumental in promoting the emotional and social wellbeing of all learners, in realizing inclusive, equitable and innovative learning environments, for promoting gender equality, building peaceful and inclusive societies as well as global partnerships. Through improved collaborative skills in all graduates, great steps can be made that would engender achievement of all SDGs as nations strive to work together. Two problems however stare many education stakeholders in the face: the education system has not succeeded in producing graduates with the level of collaborative skills needed to succeed on the job, let alone in the communities where they live. This chapter looks at the enormous potential of nonviolent pedagogy in promoting collaboration in 21st century classrooms. It examines the notions of violence and nonviolence, defines nonviolent communication and discusses how practice in nonviolent pedagogy can support learners in boosting their collaborative skills. In order to ensure any level of success with nonviolent pedagogy, the chapter recommends innovative teacher education and a curriculum that reconceptualizes a critical nonviolent pedagogy with focus on teaching and assessing of collaborative skills.en21st Century SkillsTeachingLearningCollaborative SkillsNonviolent PedagogyArticle