Abstract
A persistent challenge in environmental education is the value–action gap (VAG), in which individuals express concern for environmental issues but fail to translate those values into meaningful or sustained action. This study examines whether the use of transformative learning theory (TLT) as a pedagogical framework can more effectively promote changes in both environmental knowledge and pro-environmental values among college students. A nonexperimental, causal-comparative design was employed to investigate differences among students enrolled in eight sections of an introductory environmental science course (EVR1001C) at a public university in the southeastern United States. Data were collected using pre- and post-course measures, including an environmental knowledge assessment, the New Ecological Paradigm (NEP) scale, and the Transformative Learning Environments Survey (TLES), along with demographic information. The findings indicate that participation in courses with higher levels of TLT-informed pedagogy is associated with greater gains in pro-environmental values when compared to courses with fewer transformative characteristics. Changes in environmental knowledge were observed across all groups, though differences between groups were less pronounced. These results suggest that while traditional instructional approaches may be sufficient for increasing knowledge, pedagogical strategies grounded in TLT may be more effective in influencing student values. The implications of this study extend beyond environmental education, suggesting that instructional approaches emphasizing critical reflection, discourse, and personal meaning-making may be necessary to move students beyond awareness and toward sustained behavioral change.