This study examines how education can contribute to peacebuilding in the merged districts of Khyber Pakhtunkhwa (KPK), Pakistan, by exploring the role of transitional justice. These districts have been plagued by prolonged conflicts and violence, leading to significant socio-economic and educational disparities. The interconnection between education and conflict has gained attention in the fields of education and peacebuilding, highlighting the impact of conflict on education and the potential of education to foster both conflict and peace. Using a qualitative approach and Classic Grounded Theory methodology, this research aims to uncover how educational initiatives can be integrated with transitional justice mechanisms to establish a sustainable framework for peacebuilding and reconciliation. Data collection will involve conducting unstructured, open-ended interviews with a carefully chosen sample in a natural setting. The analysis will focus on identifying key incidents and categories that emerge from the collected data. In such contexts, deeply ingrained narratives of conflict and social divisions often persist, underscoring the importance of addressing these issues when striving to promote peace and reconciliation through education and transitional justice in the region.