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This study investigated the short-term and long-term impact of nudging and boosting within an environmental education program on students' environmental attitudes and energy-saving actions. We conducted a randomized assignment across primary and junior high schools, employing four study settings: board game-based environmental education without nudges or boosts (control); with nudges (setting energy-saving goals in a reflection session); with boosts (a game with a “tragedy of the commons” setting); and with both nudges and boosts. In the game with the “tragedy of the commons” setting, the specification was that pursuing self-interest would harm those of the entire group as well as one's own interests; the aim was to enhance environmental literacy by conveying the importance of cooperation through information. We found that students subjected to the boost became significantly more environmentally …