The objective of the current research is to identify the effectiveness of using the lifelong learning strategy in the development of Reasoning Thinking Skills and Epistemological Beliefs among the students of the Faculty of Education, And then the researchers tried to address this problem by answering the following main question: How effective is the use of a lifelong learning strategy to teach an environmental science course in the development of Reasoning Thinking Skills and Epistemological Beliefs among the students of the Faculty of Education? The teacher's guide to teaching an environmental science course using the lifelong learning strategy, the preparation of the Reasoning Thinking test, and the Epistemological Beliefs scale in its primary form, The research tools were applied to the exploratory sample, not the basic research sample, from the students of the Faculty of Education, Zagazig University, to verify the validity and consistency of the research tools to be finalized, Then the research tools were applied firstly to the basic research sample (biological division, the third division), which reached (60) students and then teaching the course of environmental sciences using life strategy on the research sample, then applying the research tools, The results showed that there were statistically significant differences between the mean scores of the experimental and control groups in the post-application in the reasoning experiment as a whole and in the sub-skills of each group in favor of the experimental group at the significance level (0.05). The experimental group in the tribal and remote application in the test of reasoning as a whole and its sub-skills in favour of the post-application at the level of significance (0,05) and the existence of statistically significant differences between the average scores of the experimental and control groups in the post- Epistemological Beliefs as a whole as well as in their sub-skills were in favour of the experimental group at the significance level (0.05) There were statistically significant differences between the mean scores of the experimental group students in the tribal and post-application of the Epistemological Beliefs scale as a whole and their sub-skills in favour of the post-application (0,05), as well as a correlation between students' scores in the reasoning test and the scores of students in the Epistemological Beliefs scale. Keywords: Lifelong Learning Strategy, Reasoning Thinking Skills, Epistemological Beliefs