The Environmental Education (EE) curricula of most educational institutions focus on teaching students different environmental processes and phenomena. The different calamities such as typhoon Ondoy and increased flooding in different provinces of the Philippines have highlighted the importance of an EE curriculum that will address not only the impacts of this natural disasters but the education of the general population. The study aimed to establish a correlation between cognitive style (System 1 and System 2) and personal demographic factors, environmental values and environmental decision making of students to help in the formulation of an EE curriculum. Results of the study present evidence that cognitive style of individuals is significantly correlated to environmental decision making (p=0.015) and consideration for future consequences (p=0.001) but not to environmental values (p=0.114). There is also no significant correlation between environmental values and environmental decision making (p=0.247), indicating that environmental decision-making is independent of the lack or presence of pro-environmental values or behavior towards the environment. Individuals who have a reflective cognitive style (System 2) tend to exhibit more positive environmental decision making that can positively impact the environment. Taking an environmental science elective is not correlated with individual environmental values and environmental decision making. The relationship among consideration for future consequences, cognitive style and environmental decision making of individuals can be used to guide curriculum developers in the development of an Environmental Education curriculum that will address current environmental problems. A focus on cognitive style rather than a content-based environmental science EE curriculum might be more impactful on the development of proenvironmental decision making.