This study explores the evolving field of Education in Emergencies (EiE) in Sudan, examining its historical foundations, ideological tensions, and the roles of state and non-state actors in programme delivery. Through a thematic analysis of published literature, international reports and insights from a regional EiE workshop, the author investigates whether EiE initiatives function as humanitarian aid or contribute to long-term development. Her findings reveal that while the Sudanese government acknowledges education as a human right, its implementation, particularly during times of crises, is inconsistent, often relying on international partnerships. The study highlights the dependence of EiE on Western-driven frameworks and funding, creating tensions in its execution. The article concludes by emphasising the need for more participatory and equitable approaches that empower both local and international stakeholders in shaping EiE responses.