The current research drives at developing environmental responsibility among science teachers through examining the impact of the interaction between the levels of virtual learning environments and the learning style. (5) environmental issues are presented in the form of educational modules through the virtual learning environment with a (simple/advanced) level on the research group with (accredited / independent) learning style involved in the cognitive domain. The sample consists of (80) science teachers. The current research depends on the quasi-experimental approach with a factorial design (2*2) and also with a pre/post application to the research groups. The research relies on the use of the descriptive-analytical method and the quasi-experimental approach. The research uses a set of tools, including: (10) models of environmental issues, a content analysis tool, and a scale of environmental responsibility, including (Achievement Test for Environmental Concepts - Scale of Environmental Attitudes - Scale of Responsible Environmental Behavior). There are statistically significant differences between the average scores of the experimental groups on the scale of environmental responsibility as a whole regarding the post-application, in favor of the independent group using the virtual environment with the advanced level. The research recommends preparing training programs for teachers to develop environmental responsibility using virtual learning environments, with the need to pay attention to teaching environmental responsibility within the academic curricula.