Higher education has become an important agenda in the 2030 Sustainable Development Goals. A major aspect of this agenda is the conceptualization of education as a tool not just for development but for peacebuilding. Yet there are few studies examining how university educators might be equipped as frontline peace workers. This study explores: How might conflict affect teaching in higher education, especially in and with students from conflict-affected contexts? In what ways does higher education pedagogy serve to ameliorate or exacerbate conflict? How could the practices of academics working with students in conflict-affected contexts inform approaches to higher education pedagogy? Data for the study was collected through interviews with university educators working in Afghanistan and Somaliland, and analyzed through the lens of Santos's 'post-abyssal thinking'. Findings indicate that educators who work in conflict-affected contexts have numerous practical strategies that inform their thinking, curricular decisions, teaching, and policymaking. Implications are discussed.