This study aimed to evaluate the impact of a project aiming to enhance the empowerment of disadvantaged children and youth in Thailand, with a view to promoting educational equality in the country. The Kirkpatrick evaluation framework, comprising four dimensions - response, learning, behavior, and results - was applied. Data was collected from 93 teachers out of a total of 121 (76.85%) who participated in the project, as well as 28 teachers who were interviewed. The research tools included a 5-point Likert scale questionnaire comprising 26 items, and a 6-item interview guide. Statistical analysis using mean, standard deviation, and t-test was conducted to analyze the data. The results indicated that the project had a significant impact on teacher response and learning, as well as a positive impact on behavior and results. Implications for future research and practical applications are discussed.The research findings indicate that the overall assessment of the project is highly satisfactory (= 4.17). Upon consideration of the individual domains, it was found that all domains were highly satisfactory, with teachers involved in the project expressing the highest level of satisfaction with the outcomes of the project's implementation (= 4.27). In particular, the domain of behavior in the application of knowledge in practice was highly effective (= 4.22). The level of response that individuals have to the environmental sustainability project and the feelings they have towards the project (= 4.13) and the learning aspect, including understanding the principles and theories, and the skills necessary to achieve the goals of the project (= 4.06).  A significant recommendation is the development of an information technology system to collect and disseminate the innovative work of teachers in order to expand its impact. It is also important to link the dissemination system of the project with capable agencies in the field.