Given the increasing importance of environmental protection and the need to face environmental challenges, teaching environmental concepts through new and attractive methods is essential. The goal of this study is to investigate the effect of teaching environmental concepts based on digital comic strips on the cognitive load and learning of elementary school students in Arak. This study was conducted using a quasi-experimental method, with a pre-test and post-test design with a control group. The statistical population consisted of all fourth-grade female elementary school students in Arak in the academic year 2024-2025. The research sampling method was available, with 32 fourth-grade students randomly assigned to two experimental groups (16 people) and control groups (16 people). The data collection tools for this study were the PASS Cognitive Load Assessment Questionnaire (1994) and the researcher-made science lesson test. The experimental group was taught environmental concepts in science lessons through digital comic strips for 10 sessions of 45 minutes (two sessions per week). Descriptive statistics (central and dispersion indices) and inferential statistics (analysis of covariance) were used to analyze the data. According to the research findings, after adjusting for pre-test scores, there was a significant difference between the experimental and control groups in the variables of cognitive load (P<0.016, F=12.24) and learning (P<0.016, F=17.69). Based on the findings, it can be concluded that using digital comic strips to teach environmental concepts in science lessons is effective in reducing cognitive load and increasing learning in elementary school students.