Purpose: The purpose of this study is to analyze the views of educators regarding the constructs of the history curriculum to determine whether history education is usually used for polarization and negative identity enactment or for positive purposes such as tolerance, peace and social justice. Design/methodology/approach: This study used a qualitative approach, using focus group discussions as a means of data collection. The data were coded deductively based on the preconceived constructs of the Korostelina (2013) model. Findings: This study found that history education in Pakistan is generally used for national identity formation, which forces manipulation of historical facts and accounts. This study identifies apprehensions that upon knowing the true historical accounts in the later stages of life, students may react adversely to the formed narratives, which may cause further polarization. Research limitations/implications: This study has significant implications for future researchers, curriculum developers, educators and policy actors. Originality/value: This study is notable for providing a holistic investigation into the usefulness of history curricula in the context of peacebuilding. In nations where intolerance is prominent, such as Pakistan, the history curriculum can serve to transform people's perceptions of history. This study offers insights into making the history curriculum more meaningful by offering insights and a way forward to help break down binaries and promote peace and harmony.