This study examines the crucial role of emotions in education for environmental sustainability and climate change. The researchers, Dunlop and Rushton, analyzed data from 223 participants in the UK, including teachers, teacher educators, and young people, to understand their emotional responses to these topics. They found that participants often expressed negative emotions like fear, anxiety, and guilt when discussing environmental issues. Many young people reported feeling powerless and feared being judged when trying to take action on environmental issues. Teachers, on the other hand, expressed anxiety about overwhelming students with the severity of environmental problems.
Despite these negative emotions, both students and teachers emphasized the importance of hope and empowerment in environmental education. This balance between acknowledging the gravity of environmental challenges and fostering a sense of agency emerged as a key theme in the study.
The study advocates for the use of emotionally-responsive pedagogies – teaching methods that acknowledge and address students' emotional responses to environmental issues. This includes connecting care for others with care for the environment, helping students develop empathy and a sense of connection to nature. The researchers also recommend providing opportunities for authentic action, such as involving students in real environmental projects or decision-making processes. This develops students' "coping potential" by helping them feel they can take meaningful action on environmental issues.
Alongside clarifying who is responsible for environmental problems and solutions, which can help alleviate feelings of individual guilt or powerlessness, the authors also stress the importance of improving future expectations by fostering hope and positive visions for the future. Dunlop and Rushton argue that these approaches can help transform negative emotions into more positive ones, enabling students to engage more effectively with environmental challenges. They note that this transformation is crucial for effective environmental and climate change education, as it can help students develop coping strategies and a sense of agency in the face of daunting global issues.
However, the authors also recognize that implementing these emotionally-aware teaching methods requires additional support and training for teachers. Many educators reported feeling underprepared to handle the emotional aspects of environmental education, suggesting a need for professional development in this area.
In conclusion, this study highlights the complex interplay between emotions and learning in the context of environmental sustainability education. By addressing the emotional dimension of these topics, educators can potentially enhance students' engagement, understanding, and capacity for action on environmental issues. This research underscores the need for a more holistic approach to environmental education that considers not just knowledge acquisition, but also emotional well-being and empowerment.
The Bottom Line
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.