This study explores environmental literacy in primary school pupils through the use of Photovoice and group interviews, implemented as part of a participatory educational project in the Czech Republic. Conducted in three primary schools in the Moravian-Silesian Region, the research examined pupils’ understanding of selected environmental concepts (e.g., pollution, energy conservation, renewable resources), their reflections on ecological innovations, and their proposals for improvement. By inviting pupils to document their surroundings through photography and share their interpretations in group discussions, the study connected everyday experiences with environmental impacts, and elicited attitudes, emotions, and critical reflections. The findings reveal that pupils are capable of recognising environmental problems, identifying their causes, and suggesting both practical and systemic solutions. These results highlight the pedagogical potential of Photovoice to foster active participation, critical thinking, and a sense of agency, positioning pupils as contributors to education for sustainable development.