By examining the interactive tools of Socially Engaged Art (SAE) and artmaking in dialogue, this thesis explores how transformational environmental knowledge can be developed in a learning environment focused on adult education. Using Design-Based Research (DBR), with the participation of six adults from different backgrounds, I designed and carried out four sessions of educational workshops on the following themes: Environmental Indifference, Climate Change, Animals, and Environmental Justice. I designed the workshops to provide a shared space for participants to create, learn, converse, and engage freely in the research process. This research illuminates how an integrated curriculum for Art Education, using Socially engaged art methods and an environmental approach, can provide opportunities to re-direct our thinking and learning and help us to re-imagine our connections with the environment.