This study looks at how emotions affect education about environmental sustainability and climate change. The researchers found that students and teachers often experience negative emotions like fear, anxiety, and guilt when learning about these topics. They argue that education needs to address these emotions to help people cope with environmental challenges. The study suggests that teachers should use methods that help students feel they can make a difference, understand who is responsible for environmental problems, and develop hope for the future.

This article introduces a new teaching model called the "Hope Wheel" to help educators incorporate hope when teaching about climate change. The researchers developed this model to address growing concerns about climate anxiety among students. They argue that while it's important to be honest about the challenges of climate change, education should also foster hope and empower students to take action. The Hope Wheel model provides guidance for teachers on what to include, what to avoid, and important considerations when designing climate change lessons.

This theoretical paper examines why critical emotional awareness is vital in climate change education and what components it should include. The author argues that while emotions like worry and anxiety are common responses to learning about climate change, educators need research-based understanding of emotions combined with critical social perspectives to address them effectively. The article outlines five key components of CEA: taking a multidisciplinary approach to understanding emotions, validating and verbalizing emotions, challenging pre-existing assumptions about emotions, understanding coping strategies, and maintaining critical consciousness about how emotions are shaped by social and political forces. The research emphasizes that teacher education must prepare educators to handle both the psychological and sociopolitical dimensions of climate-related emotions.

This systematic review analyzes 15 empirical studies from 2017 to 2022, examining the intersection of eco/climate anxiety and environmental education (EE). The review explores how EE can help mitigate learners' eco/climate anxiety while supporting environmental engagement. The analysis reveals that transformative education-based pedagogical approaches addressing cognitive (heads), emotional (hearts), and action-oriented (hands) dimensions can effectively support learners in processing their emotions about climate change. The studies indicate that educators need support in developing their own "critical emotional awareness" to better facilitate students' emotional processes. The review highlights the importance of collective action, community-based approaches, and the need for more diverse voices and perspectives in research on eco/climate anxiety and environmental education.

This systematic review by Pihkala examines the intersection of eco-anxiety and environmental education, analyzing both the challenges and opportunities this phenomenon presents for educators. The review reveals that eco-anxiety manifests in multiple forms, from adaptive responses that can motivate action to more paralyzing manifestations that require careful support. The author argues that educators must develop both theoretical understanding and practical skills to effectively address eco-anxiety, while maintaining awareness of its complex psychological, social, and political dimensions. The paper provides recommendations for educational institutions and practitioners while emphasizing the need to validate emotions without falling into purely therapeutic approaches.

This study explores how environmental educators are responding to their students' eco-anxiety and climate grief. Through a survey of 32 educators in eastern Australia, the research investigates educators' perceptions of students' ecological emotions, the challenges they face in addressing these emotions, and the strategies they employ. The study highlights that students commonly experience feelings of being overwhelmed, hopeless, anxious, angry, sad, and frustrated when engaging with ecological crises. Educators' strategies for responding to their learners' needs included encouraging students to engage with their emotions, validating those emotions, supporting students to navigate and respond to those emotions, and empowering them to take climate action. The research emphasizes the importance of cultivating "active hope" – a combination of concern, inspiration, determination, and action. While educators felt that supporting their students to face and respond to ecological crises was extremely challenging, they identified valuable approaches for fostering emotional resilience and empowerment in the context of climate change education.