The necessity to provide adequate responses to climate change presents environmental education (EE) with several challenges regarding the dissemination of knowledge and its translation into action, accompanied by persistent denial against a background of ideological polarization. Some cognitive sciences, such as cognitive psychology, shed light on those challenges, which can be rich in lessons for EE. Yet, this research is exposed to at least two categories of criticism. The first, of an epistemological and methodological nature, questions the reproducibility and external validity of the results, as well as problematic individualistic and deterministic tendencies. The other, of an ethical and political nature, worries about the post-democratic tendencies of the suggested solutions. What, then, could EE gather from cognitive sciences’ insights to promote climate action, and what should it be wary of ? This question is explored through a critical analysis of those insights, highlighting the importance of developing metacognitive skills and fighting against individualism, and the need for more democratic approaches.