This study explores the effectiveness of cognitive-oriented teaching approaches in enhancing environmental understanding among primary school learners. The research focuses on how strategies such as concept mapping, inquiry-based learning, and problem-solving activities influence students’ ability to comprehend and retain environmental concepts. By the topic “Promoting Environmental Understanding in Primary Learners through Cognitive-Oriented Teaching Approaches,” employing classroom observations, teacher interviews, and pre- and post-assessments, the study investigates the cognitive development of students in the context of environmental education. The findings suggest that when cognitive strategies are integrated into Environmental Studies (EVS), students demonstrate improved critical thinking, deeper conceptual clarity, and heightened awareness of environmental issues. The study recommends incorporating structured cognitive activities into EVS curricula to foster more meaningful and long-lasting learning experiences.