The present study aimed to investigate the effect of environmental education based on visual narrative (digital comic strip) on the environmental attitudes of elementary school students in Arak city. A quasi-experimental design, including pre-test and post-test with a control group, was employed. The statistical population comprised all female students aged 9-10 in the fourth grade of elementary school in Arak city during the academic year 2024-2025. A convenience sampling method was used to select the sample size. The research sample included 32 fourth-grade female students from Imam Khomeini (RA) Elementary School in Arak, who were randomly divided into two groups: experimental (16 students) and control (16 students). The research instruments were a researcher-made comic strip medium and Imamgholi's (2011) Environmental Attitude Questionnaire. The experimental group received environmental concepts from the fourth-grade science curriculum through the researcher-made digital comic strip for 8 45-minute sessions (two sessions per week), while the control group followed the traditional method for learning these science concepts. Data analysis was conducted at descriptive and inferential levels. Descriptive statistics, including frequency tables, graphs, central tendency measures (mean), and dispersion measures (standard deviation), were used at the descriptive level. Multivariate analysis of covariance was used at the inferential level, and SPSS software was utilized for data analysis. The analysis of the research data indicates a significant difference (p < 0.01) in environmental attitude between the experimental and control groups, with a significance level of 0.001. This means that the difference in the impact of the two methods – using digital comic strips for teaching environmental science concepts and the traditional method – on the linear combination of dependent variables in fourth-grade elementary students was significant. Based on the findings, it can be concluded that after controlling for the effect of the pre-test (initial differences), the use of digital comic strips for teaching environmental science concepts is effective in improving the environmental attitudes of elementary students.The present study aimed to investigate the effect of environmental education based on visual narrative (digital comic strip) on the environmental attitudes of elementary school students in Arak city. A quasi-experimental design, including pre-test and post-test with a control group, was employed. The statistical population comprised all female students aged 9-10 in the fourth grade of elementary school in Arak city during the academic year 2024-2025. A convenience sampling method was used to select the sample size. The research sample included 32 fourth-grade female students from Imam Khomeini (RA) Elementary School in Arak, who were randomly divided into two groups: experimental (16 students) and control (16 students). The research instruments were a researcher-made comic strip medium and Imamgholi's (2011) Environmental Attitude Questionnaire. The experimental group received environmental concepts from the fourth-grade science curriculum through the researcher-made digital comic strip for 8 45-minute sessions (two sessions per week), while the control group followed the traditional method for learning these science concepts. Data analysis was conducted at descriptive and inferential levels. Descriptive statistics, including frequency tables, graphs, central tendency measures (mean), and dispersion measures (standard deviation), were used at the descriptive level. Multivariate analysis of covariance was used at the inferential level, and SPSS software was utilized for data analysis. The analysis of the research data indicates a significant difference (p < 0.01) in environmental attitude between the experimental and control groups, with a significance level of 0.001. This means that the difference in the impact of the two methods – using digital comic strips for teaching environmental science concepts and the traditional method – on the linear combination of dependent variables in fourth-grade elementary students was significant. Based on the findings, it can be concluded that