This study presents the design and pilot of the environmental education course with one of the communities, living under environmental emergencies in Pakistan. The study employs the case study as a research approach. Community-based participatory research is used as a method. Forty participants are selected from one of the communities in Hunza, Gilgit-Baltistan, Pakistan. First, I gathered pre-intervention data through an online survey followed by focus group discussions. Next, together with participants, I designed and piloted a contextual environmental education course. Finally, I collected post-intervention data through an online survey and conducted focus group discussions. Data is analyzed using line graphs and narrative analysis. The course enhanced participants' environmental literacy and equipped them with relevant strategies and contextual skills pertinent to supporting their communities during environmental catastrophes. Peace-building approaches, such as collaborative problem-solving case studies and development of conflict management skills, specifically enabled participants to understand the complexities of challenges and propose innovative solutions. Participants suggested the inclusion of models and standards of environmental education, and research components in the future course. They further recommended translating the course into a regional language, preparing local trainers, and introducing the same course via face-to-face mode to the illiterate population within their communities.