Where there is life, there is conflict. It is the nature of beings to differ and to clash; what matters is how peace is restored. Conflict resolution is solution and essential for emotional and intellectual development too, especially for first-year undergraduates’ diverse cultures. This study examines emerging adults’ conflict resolution beliefs in Nagaland, India, where indigenous values and educational transitions impact interpersonal behaviour. The goal is to evaluate attitudes and demographics. The study follows a descriptive quantitative design and is based on primary data collected from 226 students enrolled in social science and language programs across government and private colleges in Kohima and Dimapur. A modified ASCRA-VS scale was used for data collection via self-administered Google Forms. The sampling method was non-probability purposive, targeting first-year undergraduates. Research showed that 73.5% of students have an average conflict resolution attitude. Female students scored higher on the “role and responsibility” category statistically. Based on family type, residence, or institutional membership, attitudes were similar across groups. The study concludes that while students demonstrate a moderate readiness for constructive conflict management, targeted interventions are needed to further strengthen their competencies. Gender-responsive programs could enhance role-taking skills, and culturally contextual training can promote socio-emotional well-being. This study emphasizes the need for conflict resolution education in college curriculum, especially in tribal and multicultural contexts. Theory and practice in youth development. Emotional intelligence and higher education policy are enhanced by findings.