Transformative education approaches incorporating knowledge (heads), emotions (hearts), and action (hands) can help learners process eco/climate anxiety while fostering environmental engagement

This systematic review examines how environmental education intersects with and can help address rising eco/climate anxiety, particularly among youth. The researchers analyzed 15 empirical studies published between 2017 and 2022 that specifically explored both environmental education and eco/climate anxiety.

The analysis revealed several significant trends in the published research. The majority of studies were published in 2021, with most employing qualitative research methods. The research was predominantly conducted in Western or Global North contexts, with a primary focus on secondary school students between the ages of 11 and 18. This geographical concentration highlights a significant gap in perspectives from other regions and cultural contexts.

The researchers found that studies typically focused on one of three perspectives: student experiences, educator experiences, or both. Student-focused studies comprised 46.67% of the research, while educator-focused studies made up 40%, and the remaining 13.33% examined both perspectives. Throughout these studies, three key dimensions emerged consistently: 

1. The cognitive dimension of knowledge and learning (heads)
2. The emotional dimension of awareness and processing (hearts)
3. The action-oriented dimension of engagement and implementation (hands)

Transformative education emerged as a particularly promising framework for addressing eco/climate anxiety through environmental education. The studies employed various educational approaches, with sustainability education being the most common, appearing in 46.67% of the studies. Action-based learning and place-based approaches were also frequently utilized, along with efforts to integrate environmental content across different areas of the curriculum.

The review identified several crucial recommendations for practice. Educators need support in developing their own emotional awareness and processing skills before they can effectively help students navigate their climate-related emotions. Educational spaces should create room for processing both positive and negative emotions related to climate change. The studies emphasized the importance of moving beyond individual action to embrace collective, community-based approaches to environmental challenges.

Several significant gaps and future directions emerged from the analysis. There is a pressing need for research incorporating more diverse geographical and cultural perspectives, as the current literature is heavily weighted toward Western contexts. Youth voices should be more prominently included in both curriculum design and research. Participatory action research approaches that center community knowledge show promise for future investigation. Professional development programs are needed to help educators process their own emotions about climate change, and there should be greater emphasis on collective and systemic approaches rather than focusing solely on individual actions.

The authors conclude that environmental education can effectively help learners process eco/climate anxiety when it incorporates transformative education approaches that address cognitive, emotional, and action-oriented dimensions. Such education should create space for processing all emotions, empower collective action, and take culturally responsive approaches. This comprehensive review provides valuable guidance for educators, researchers, and policymakers working at the intersection of environmental education and mental health, emphasizing that addressing eco/climate anxiety through education requires holistic approaches that go beyond simply providing information to include emotional support and opportunities for meaningful action.