The purpose of this research is to determine and compare the variance of the main factors affecting the environmental literacy of fifteen-years-old students studying in Singapore, Estonia and Germany. The relational model, which is one of the quantitative research approaches, has been adopted in this study. Through the relational model, the main factors affecting the environmental literacy averages of the sample countries and the degree of the effect of these factors have been investigated. As the research design, a survey method that provides the opportunity to work with a large sample was used. In this study, the universe was 15-years-old German, Singaporean and Estonian students. The sample consisted of 6.504 German, 6.115 Singaporean and 5.587 Estonian students. The data based on the findings of the PISA 2015. In this study, the researchers used Environmental Literacy Scale developed by researchers. It was also classified by the researchers to determine the basic determinants affecting environmental literacy. In the light of the selected determinants, it is concluded that in all three countries there is a low but significant relationship between environmental literacy and the determinants affecting the environmental literacy. In Estonian case, there are various factors affecting environmental literacy furthermore, the total variance ratio is lower than the other two countries. In German case, the determinants (extra-curricular activities, teacher’s teaching skills etc.) affecting environmental literacy were few and the variance rate was about the same as that of Singaporean. “Extra-curricular activities” is the determinant which had the most significant positive impact on environmental literacy among students in all three countries.

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