<p>Publishing an article called ‘“The Great Divide”: How the arts contribute to science and science education’ in this journal in 2019 became a late career changing moment. The article provided a launchpad to consider how an arts-based pedagogy might address some of the ways in which environmental education has lost its learner centredness as it moved towards education for sustainable development. In this commentary, to celebrate the 25th anniversary of the journal, I expand on ideas from the ‘Great Divide’ article and show how a range of arts—visual, narrative, and performative—can be utilised. I devote a little space to looking at aesthetics and beauty and move on to discuss how an arts capital might help learners in accessing science ideas underpinning climate change. I close by considering the importance of a critical eco-literacy needed to challenge false claims young people encounter about climate and the environment.</p>