Education for Sustainable Development (ESD) is an important component of the UN recommended Sustainable Development Goals (SDGs). The higher education sector in the UK is committed to developing skills, awareness, and knowledge that makes a positive contribution to sustainability efforts. While numerous studies focus on embedding ESD into the curriculum (Leal Filho, 2015; Navrouzoglou et al., 2024; Wall et al., 2024), there is a lack of research on the effect of ESD on students’ emotional responses to climate change. Concerns around climate anxiety, particularly among young people, are growing (Hickman et al., 2021; Ogunbode et al., 2022; van Valkengoed et al., 2023). Therefore, it is crucial to design an ESD approach that has a positive impact on students, while fostering resilience and action without feeling overwhelmed or hopeless. We conducted a study to investigate the ESD approach of an undergraduate Environmental Economics course and its impact on students’ emotional responses to climate change. It explored students’ thoughts, feelings, and experiences in engaging with climate change, as well as their perspectives on the effectiveness of educational programmes. This study offers valuable insights for higher education programme leaders and educators, advocating for an educational approach that begins by creating feelings of hope as a foundational step of ESD. This is followed by building awareness and, ultimately, empowering students to take meaningful action. By establishing a progression from hope to awareness to action, this approach can inspire positive engagement, provide young people with the tools to create sustainable solutions, and build their resilience to navigate the challenges of an uncertain future. Our poster outlines the rationale behind our research and design, along with the results of students’ responses.
Kushwah et al. (Tue,) studied this question.