Background Sustainability transitions require educators who can translate environmental knowledge into creative, collaborative, and action-oriented learning. This study examined the effectiveness of the Environmental Mapping, Conservation, Action, and Evaluation learning model (EMKONTAN) in strengthening environmental literacy, creative thinking, and collaboration skills among pre-service biology teachers. Methods A quasi-experimental pretest-posttest non-equivalent control group design was implemented in an environmental science course involving three learning conditions: EMKONTAN, problem-based learning, and regular instruction. Of 120 eligible students, 108 students with complete pretest and posttest data were included in the analysis. Environmental literacy was measured using an adapted environmental literacy instrument, creative thinking through essay-based tasks, and collaboration through an observation rubric. One-way analysis of covariance was used to compare adjusted posttest means after controlling for pretest scores, followed by least significant difference post hoc testing. Results The EMKONTAN group achieved the highest adjusted means for environmental literacy (76.30), creative thinking (96.18), and collaboration (78.89). The learning model had statistically significant effects on environmental literacy, F(2,104) = 126.54, p
