This research investigates the incorporation of technology in environmental education, analyzing its efficacy, accompanying difficulties, and prospective approaches for enhancement. The research utilizes a systematic literature review approach to examine significant academic papers and reports sourced from sources like JSTOR, Google Scholar, and EBSCOhost. The analysis specifically concentrates on publications released from 2019 to 2023. The review emphasizes the notable improvement in student involvement and comprehension achieved by the use of interactive tools and virtual/augmented reality (VR/AR) technology, as shown in research conducted by Jones et al. (2018) and Green and Walker (2019). Nevertheless, it also highlights significant obstacles, such as the disparity in access to digital resources and insufficient professional development for educators in using technology, as outlined in the studies conducted by Smith and Lee (2020) and Martinez and Gonzalez (2021). The research utilizes comparative methodologies to amalgamate these data, offering a thorough picture of the present status of technology in environmental education. The study advocates for a well-rounded strategy to include technology, highlighting the need of tackling inequalities in access and improving teacher education. In conclusion, it indicates that while technology has the potential to bring about significant changes in environmental education, its effective integration necessitates a dedication to inclusion and ongoing professional growth in instructional methods. This research enhances the discussion on technology in education by offering factual observations and actionable suggestions for educators, policymakers, and stakeholders in the area.