Education systems face mounting hurdles in providing consistent and relevant learning experiences in areas facing climate crises and armed conflict. An urgent challenge is the need to weave environmental education disruptions and resource-lacking areas. This critical review examines how environmental education is embraced in regions affected by crises, particularly displacement, ecological fragility, and political turmoil. The overarching question is: How is environmental education crafted and incorporated into curricula in conflict and climate vulnerability areas, and what innovative solutions have emerged in response to these overlapping crises? This review examines a carefully selected range of literature from 2005 to 2024, including peer-reviewed studies, policy assessments, and reports from the field. By carefully examining theoretical frameworks, curriculum design, and teaching strategies, this review uncovers key innovations, such as low-tech delivery methods, environmental risk preparedness in emergency education programs, and the revival of indigenous ecological knowledge as a localised teaching tool. It reveals significant challenges, such as uneven institutional capacity, a lack of context-sensitive policies, and donor-driven initiatives that hinder effective implementation. This shows how environmental education can raise ecological awareness and promote resilience, provide psychosocial support, and enhance social cohesion. We recommend that governments, NGOs, and educational stakeholders incorporate environmental education into crisis-sensitive curricula through teacher training, resource development, and collaborative partnerships across sectors.

Keywords: Environmental education, conflict, climate vulnerability, curriculum innovation.