The aim of this study is to analyse the 'Teaching Students to be Peacemakers' programme, which is frequently cited in the Peace Education discourse, within the context of Peace Education. Based on a systematic literature review conducted using the PRISMA method, the study focuses on this programme that emerged as significant from the review results. It first examines how the programme reflects the fundamental concepts and peace approaches of the Peace Education discourse. The subsequent section compares the programme with various types of Peace Education and the broader discourse of cooperative learning. It investigates whether the shift in Peace Education literature towards postmodern, poststructuralist, and Critical Peace Education approaches can rely on the cooperative learning paradigm. Additionally, the study highlights how a simplistic methodological interpretation of cooperative learning may hinder its use in supporting these increasingly emphasised approaches and explores how a broader understanding of the cooperative learning discourse can aid in dismantling personal, cultural, and social violence structures, as well as in supporting positive peacebuilding processes.