The study aimed to identify and rank the fundamental components of the peace education curriculum in primary schools from the perspective of experts. This applied research adopted a descriptive–analytical approach and a mixed exploratory design (qualitative–quantitative). In the qualitative phase, ten professors and Ph.D. students in curriculum studies at Allameh Tabataba’i University were selected through purposive sampling until theoretical saturation. Semi-structured interviews were analyzed using a three-stage thematic analysis method. In the quantitative phase, the statistical population comprised 890 primary school teachers in Khorramabad during the 2024–2025 academic year. A researcher-made questionnaire based on qualitative findings was distributed among 115 participants selected through convenience sampling. Data were analyzed using confirmatory factor analysis with PLS software. The qualitative findings identified five key components of peace education: peaceful coexistence, human dignity, cognitive factors, emotional factors, and behavioral factors. Quantitative results confirmed the significance of all components at the 99% confidence level. Among them, cognitive factors had the highest factor loading (0.85), followed by human dignity, behavioral factors, emotional factors, and peaceful coexistence. Peace education in primary schools is a multidimensional process requiring simultaneous attention to children’s cognitive, emotional, behavioral, and moral domains. The findings highlight that integrating peace education into the curriculum through cognitive development, emotional literacy, and social skill training can foster peace-oriented attitudes and responsible citizenship among young learners.