Peace education has been practiced as a form of global citizenship education for several decades. Since the establishment of the SDGs in 2015, this overlap between the two fields has been further amplified amid enduring and escalating conflicts that now emerge as key components of the contemporary global order. Through ethnographic data collected in four divided and conflict-affected settings – China/Taiwan, Cyprus, Korea, and Somalia/Somaliland – this study examines how contextualized course syllabi and pedagogical practices of university educators in contexts fraught with division and conflict function to produce particular ideas about peace and global citizenship. It asks: Can peace as a form of global citizenship be taught in universities in settings where the legacies of war, division, and colonialism remain deeply rooted? Drawing on fieldwork, document analysis, and interviews with 40 faculty members, the study shows how university educators in these contexts support peacebuilding and efforts toward global citizenship through their work. Data is analyzed through the conceptual lens of post-critical (peace and global citizenship) education. Findings indicate that educators in conflict-affected contexts are divided on issues of peace, reconciliation, and citizenship. The paper concludes by discussing the implications of these findings for curriculum, pedagogy, and policy.