Education in Emergencies (EiE) has emerged as a critical global response to conflict, displacement, climate-related disasters, and systemic fragility, with a primary focus on safeguarding access to education, learner protection, and continuity of learning. While these priorities have strengthened humanitarian education responses, existing EiE frameworks remain predominantly oriented toward service delivery and educational continuity, providing limited guidance on how education contributes to post-crisis recovery and societal reconstruction. This paper advances a Reconstruction-Oriented Education Theory (ROET) and operationalizes it through the REBUILD Framework (Reconstruction-Oriented Education for Building Inclusive, Unified, and Long-Term Development). Drawing on interdisciplinary scholarship from Education in Emergencies, human capital theory, peacebuilding education, resilience studies, climate adaptation education, and fragile-state recovery research, the study employs a conceptual synthesis methodology to develop an integrated model linking educational processes to reconstruction outcomes. The framework identifies seven interrelated competency domains: Reconstruction Capacity, Employability and Economic Recovery, Building Peace, Understanding Environment and Climate Resilience, Inclusive Leadership, Lifelong Learning Pathways, and Development Readiness that collectively contribute to Reconstruction Readiness. The analysis reveals three persistent limitations within existing EiE scholarship: the predominance of continuity-oriented evaluation approaches, the fragmentation of reconstruction-related competencies across separate thematic domains, and the absence of standardized mechanisms for assessing learner contributions to recovery processes. The paper contributes to EiE theory by establishing a direct analytical relationship between educational experiences and societal reconstruction, offering a foundation for future empirical validation, policy development, and reconstruction-oriented educational programming in fragile and crisis-affected settings.