This thesis investigates how children’s storybooks symbolically construct environmental responsibility through narrative strategies that blend emotion, values, and agency. Eight illustrated books for readers aged 5–9 were examined using qualitative thematic analysis, guided by the analytical axes of anthropocentric versus ecocentric orientations and individual versus collective responsibility. The study demonstrates that environmental problems are not presented neutrally but framed in ways that position children as moral agents and potential change-makers. Key themes such as hope, empathy, responsibility, cooperation, and repair recur across the texts, often supported by symbolic devices including personification, metaphors of stewardship, and intergenerational appeals. Responsibility is portrayed as both immediate and systemic ranging from small individual actions like saving an animal or repairing an object to collective engagement, civic petitions, and even global technological solutions. The findings suggest that children’s literature functions not only as a pedagogical tool but also as an ideological text that conveys particular visions of human–nature relations. By making abstract issues concrete and emotionally engaging, these stories foster ecological citizenship and introduce young readers to scalable practices of environmental care. The research contributes to environmental communication and education by mapping the representational strategies through which storytelling frames environmental responsibility in children’s literature.