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3.1. Emotions in teaching sustainability

During the opening lecture of a sustainability-themed course, the teacher talks about the facts related to the climate crisis and presents scenarios for the world in 2050. The students sit quietly, some glancing at their phones, a few sipping their coffee, and some seemingly taking notes. In the back row, a few students whisper to each other. No one comments on anything. This leaves the teacher wondering whether they were even interested in the topic. Later, students' lecture diaries reveal the following thoughts: 

‘It was quite distressing to hear how hopeless the world looks in 2050. Since I didn't know anyone from the course, I wondered if I was the only one feeling depressed by the contents.’ 

‘I couldn't help but wonder how the lecturers can deal with such chilling facts daily and then act like we're talking about something other than our future. I have a long way to go before I can stop feeling strong emotions about these things.’ 

‘The course could have been really inspiring, but for me, it caused feelings of inadequacy when it was emphasised that we are the ones who can solve these problems in the near future. As if there were options! Either we solve it, or everything is doomed. And I can't even always solve my own problems!’

Why are emotions important in discussions of (un)sustainability and higher education? 

The above example is fictional but draws on Study Psychologist Sanni Saarimäki's encounters and in-depth discussions with both students and teachers at Aalto University. When faced with unfamiliar, massive, or complex challenges, such as the climate crisis (or polycrisis), we may experience, for example, fear, anxiety, the feeling of being overwhelmed, as well as feelings of inadequacy and uncertainty. These so-called eco-emotions are linked to environmental, climate, ecological, and natural concerns. When channelled effectively, these emotions can provide the energy for action, but if the emotions become overwhelming and one feels powerless to impact the situation, it can lead to stagnation. The way we handle – or avoid – challenging emotions can impact learning, creativity, and motivation to engage in solutions for these issues.

Emotions, in general, have a significant impact, and they serve a purpose: They are rooted in evolution, affecting our persona and social interactions and influencing our thoughts and actions. 

These emotions may not necessarily manifest clearly in everyday life in university; instead, they can remain concealed, quietly simmering beneath the surface and waiting for moments of vulnerability to emerge. However, emotions related to unsustainability are common, universal and human, and individuals should not have to navigate them alone. According to Saarimäki's experiences, many university students hope to find a place to reflect on their relationship with sustainability issues and contemplate their future amidst what seems to be a bleak and unjust global outlook. Furthermore, students consider whether the field they have chosen will truly enable them to make a meaningful impact, and whether their skills, knowledge, and resilience are sufficient to tackle these formidable challenges.

A global study of 10,000 young people aged 16–25 from ten countries revealed that 59% of respondents are very or extremely worried about climate change, with 84% at least moderately worried. Furthermore, 75% consider the future frightening, and 45% report negative impacts on their daily functioning (). In Finland, those experiencing both climate anxiety and hope are most likely to take action to mitigate climate change (Sangervo, 2020, ).

However, if we are unable or unwilling to confront sustainability issues, we may react in various ways. We might deny the problems, downplay their importance, or attack the messenger who brings attention to these issues. In addition, we may deliberately avoid sustainability topics, distract ourselves with other activities and addictions, or socially disconnect. Also, cynicism can take hold, leading to the feeling that our efforts are not worth the trouble. Conversely, many of us may become consumed by fear or overwhelming worry and freeze, and yet, we cannot stop thinking about these topics. While taking action can be helpful, some might overexert themselves by pushing beyond their capabilities or resources. Obsessive thinking and behaviour are also possible reactions, as well as excessive fault-finding, condemning, and punishing others. In extreme cases, individuals may resort to (self-)destructive thoughts and behaviours.

It is essential, particularly for students, to have resources to manage eco-emotions as they strive to comprehend their role in addressing these issues. Eco-emotions matter deeply, as they serve as messengers, travel companions, and engines of change. Feeling fear and anxiety in the face of existential threats is rational, as is experiencing joy, awe, and love through connections with others and nature. Emotions, both pleasant and difficult, are important and communicative, underscoring our interconnectedness. Rather than attempting to eliminate certain emotions, we should consider them part of our journey. Embracing vulnerability and sharing feelings can foster connection. While action is often seen as a counter to anxiety, connection may be an even more effective remedy.

Questions: the following questions could be helpful for you to consider when planning how to address students' emotions in teaching

• What types of thoughts, emotions, and bodily sensations might you or your students experience regarding climate and environmental crises, loss of diversity, pollution, etc.?
• Which emotions are easier or harder to notice, name, or manage, and why?
• How might your eco-emotions affect students, and vice versa?
• In what situations have eco-emotions appeared in your work, studies, volunteer activities, daily life, or social interactions?
• What observations have you made about reactions to eco-emotions?
• Which strategies help you and others manage, cope, and thrive with eco-emotions? How can you help yourself or others when encountering difficult eco-emotions?

Tools for Teachers

Pausing to observe ourselves and our surroundings is key to developing emotional skills. It is important to provide both teachers and students with facts about the state of our world and accept the emotions they evoke. A culture that accepts not knowing yet and being unsure fosters a learning environment where making mistakes is an integral part of the process. However, sharing emotions and discussing difficult themes requires a safe environment. Creating a safe space is crucial for students to open up, learn, and grow from their eco-emotions.

Emotional skills include recognising our own emotions, reactions, and basic assumptions, as well as differentiating facts from our interpretations. Furthermore, they involve skills of handling uncertainty and developing ‘two-level vision’ or ambivalence. Conscious presence and compassion for oneself and others are also critical. Moreover, clarifying our values is important, especially for students at the start of their studies about sustainability, but also for us teachers. The question is: why are you doing this, and does it have meaning for you? Taking action to work on our values and basing our actions on these values – while slightly testing our limits – sets the stage for future personal growth.

Essential components of an emotionally supportive environment – in and outside of academia – also include creating everyday routines and taking time to rest and recover. It is not always easy to recognise – and protect – our current limits, especially in challenging situations. Furthermore, we – teachers and students alike – need cooperation, community, sharing, and connections with others and nature. Balancing the confrontation and processing of emotions with avoiding over-rumination is not easy, but engaging in meaningful conversations with colleagues or peers can significantly aid in discovering and maintaining a sense of balance and equilibrium.

Questions for reflecting with colleagues:

What makes it easier or harder for you to confront difficult feelings and emotions related to these issues? What kind of ‘tools’ do you already have as a teacher? What kind of tools would higher education teachers need to develop or learn in the future? What kind of support would you need to be able to utilise those tools effectively?

How to continue: 

Sources: 

• Young People's Voices on Climate Anxiety, Government Betrayal and Moral Injury: A Global Phenomenon:
• Julia Sangervo (2020):   

Materials:  

• (Panu Pihkala’s blog)
• (Climate anxiety report, 2019)
• (Tunne ry – Känsla rf. provides possibilities for groups and individuals to process eco-emotions and thoughts in Finland, in Finnish, English and Swedish)
• (Materials mainly in Finnish, but also some in English and Swedish)
• An extensive collection of the best resources out there, in English:
• - a guided process to becoming more engaged, both in action and emotion
•  
   

3.2. Teaching library

Effective sustainability education combines perspectives from multiple fields, uses systems thinking, and connects theory to sustainability challenges, among others through problem-based learning. Students are active co-creators, reflecting on values and ethics while developing collaboration, communication, and implementation. Sustainability is embedded across curricula and modeled by the institution itself. 

You can read more about good practices in teaching sustainability competences in an article by .

Below, we have gathered some examples of good practices in integrating sustainability in teaching at Aalto University

1. Top Tips for Developing a Cross-Disciplinary Minor | Aalto University

2. Professor Jukka Suomela about how to integrate sustainability in the curricula in Computer Science

   Senior Lecturer Kirsi Yliniemi on using board games in teaching chemistry

   Professor Jaan Prax about how to teach systems thinking at the Department of Electronics and Nanoengineering

3. Sustainability in Design Studies at Aalto University | Aalto University
4. Integrating Sustainability into Business Studies | Aalto University
5. Sustainable Global Technologies (SGT) Programme