The current research aimed to identify the effectiveness of an environmental psychology program based on scenario-based learning in developing some sustainable thinking skills among primary school students. The research followed a descriptive methodology and, in its applied aspect, adopted a quasi-experimental design with a single experimental group for pre- and post-measurement. The research instrument (sustainable thinking test) was applied pre- and post-intervention to the research sample, which consisted of (35) female students in the experimental group.The results showed statistically significant differences at the (0.05) significance level between the mean scores of the experimental group students in the pre- and post-applications of the sustainable thinking test as a whole and in each of its sub-skills, favoring the post-application. The results also indicated a large effect size and strong impact. In light of these findings, the researcher recommended focusing on education based on educational scenarios and drawing the attention of specialists and officials responsible for primary school programs and curricula to include environmental psychology as content and scenario-based learning in academic courses. This is because it aims to develop sustainable thinking in students, enabling them to face daily environmental challenges amidst the variables and fluctuations of the current era. The researcher also suggests conducting similar research in other fields and at different educational stages. KeyWords: Environmental psychology, scenario learning, sustainable thinking skills.