Navigating climate emotions: a call for emotion-sensitive ESD – a scoping review Open Access

The climate crisis is the challenge of the 21st century, affecting every aspect of human life worldwide (United Nations, Department of Economic and Social Affairs, Statistics Division, 2025). Emotions play a crucial role within this context, as affective processes are central to understanding how people make decisions (Grimani et al., 2024). A recent study by Ogunbode et al. (2022) shows that people across 31 countries (n = 12.246) recognize climate change as a major threat. Yet, the affective dimension of the climate crisis only started to become a research topic within the 2010s. Previous research shows that climate-related emotions shape people’s reactions to it on different levels (Hickman et al., 2021; Ojala et al., 2021; Schröder et al., 2020; Wortzel et al., 2024), influencing behavior, psychological well-being, health and moral engagement (Berry et al., 2018; McQueen, 2021; Nabi et al., 2018; Pihkala, 2022).

Growing interest in the emotional dimension likely reflects the increasing visibility and severity of the climate crisis worldwide. Examples include more extreme weather events, increased media coverage and heightened awareness through climate education (Ojala et al., 2021). Alongside these impacts, researchers have documented a rise in emotional responses to the crises, summarized under the term “climate emotions” (CE) (Ojala et al., 2021; Pihkala, 2022). As a global phenomenon, climate change can elicit CE in people of all ages and regions, with adolescents and young adults particularly affected (Hickman et al., 2021; Ogunbode et al., 2022).

Educational approaches that enhance climate awareness and support emotional reliance are crucial for mitigating the emotional impacts of the climate crisis (Wortzel et al., 2024). While existing research has largely focused on the prevalence of CE in (secondary) schools (Rushton et al., 2023), few studies examine CE and how it is addressed within higher education (Pellitier et al., 2023). Addressing this gap, this paper argues that incorporating the emotional dimension into HEIs through developing students’ emotional competencies and emotional intelligence is essential for navigating CE and acquiring the competencies necessary to take meaningful sustainability action. This is quite a novel approach.

To explore how CE are addressed in higher education institutions (HEIs) within the context of education for sustainable development (ESD), this paper is guided by the research question: “What existing methods and practices deal with CE in HEIs?” A scoping review was conducted to examine the current approaches, providing insights into the emerging global phenomenon of CE and its management in higher education.

Although research on emotions has a long tradition, there are multiple definitions of the term “emotion,” e.g. feelings, affects, emotional states and moods (Kleinginna and Kleinginna, 1981; Panksepp, 1998, 2005; Tyng et al., 2017). However, researchers generally define emotions as short-lived responses to environmental stimuli, involving coordinated changes in physiological, motor expression, psychological process and action tendencies (Landmann, 2020; Scherer, 2005).

Emotion research suggests that certain emotions trigger certain action tendencies, e.g. the feeling of fear is associated with the tendency to escape the situation that elicited the emotion; anger corresponds with the tendency to punish the subject or object that behaved in a perceived wrong way (Landmann, 2020; Scherer, 2005). Emotions also strongly influence cognitive processes, such as perception, learning, memory, reasoning, problem solving, modulating the selectivity of attention and motivation (Grimani et al., 2024; Tyng et al., 2017). This suggests that emotions not only shape behavioral intentions but also influence actual behavior.

Aligned with the general definition of emotions, the term CE refers to emotions directly associated with the climate crisis (Pihkala, 2022). They can be elicited by the natural environment, pro-environmental or environmentally harmful behaviors or by people and objects that are associated with such behaviors (Kals and Müller, 2012; Landmann, 2020). Different CEs influence behavior and mental states in distinct ways. For instance, Landmann and Naumann (2024) found that feeling positively moved by the “Fridays For Future” protests predicted intentions to engage in normative collective climate action (e.g. signing petitions, attending demonstrations), but not in non-normative collective actions (e.g. property damage). Similarly, in a large international study (n = 12,246), Ogunbode et al. (2022) showed that “climate anxiety” was positively associated with pro-environmental behaviors but negatively related to mental well-being. These examples show that CE can predict environmentally relevant behavior (Hahnel and Brosch, 2018; Kals and Maes, 2002; Landmann, 2020), while also highlighting individual variability in response to CE.

In this research context, CE are viewed as appropriate responses to the climate crisis and are not considered pathological or irrational. Nevertheless, high exposure to climate-related stress may have long-term mental health effects, particularly if experienced chronically at a young age (Hickman et al., 2021; Wortzel et al., 2024). This is especially important since young people repeatedly report strong CE. In their scoping review, Wortzel et al. (2024) summarize that people who identify as female and those in late adolescence or early adulthood (14–24+) have particularly strong emotional reactions to climate change.

Climate concerns are equally strong across the Global South, marginalized groups and the wealthy, though for different reasons. CE often results from direct impacts on those in the Global South with lower socio-economic status, rather than from awareness and education for wealthier individuals. Another factor contributing to stronger CE among young people might stem from their perception that adults are not doing enough to counteract the climate crisis or care about the future of younger generations (Hickman et al., 2021; Wortzel et al., 2024).

According to Pihkala’s (2022) taxonomy, CE encompasses a broad spectrum of recognized human emotional states. It defines 12 distinct categories of CE, all of which have been documented within research related to climate change, including numerous positive CE (see Table 1 for an overview). Furthermore, CE is related to morality and ethics, as the climate crisis raises issues, such as climate injustice toward the Global South or future generations. Accordingly, morally charged emotions, like guilt, shame, anger and grief were also discussed as relevant (Antadze, 2020; Cunsolo Willox and Landman, 2017; Jensen, 2019).

ESD is a multifaceted concept aimed at integrating the principles of sustainable development into all levels of education and plays a crucial role in achieving the global sustainability goals (Holst, 2022). ESD aims to educate learners with the necessary competencies, knowledge and values to enable a comprehensive transformation toward a sustainable future. Education systems should therefore “[…] empower people to navigate through the challenges of our time […]” (Holst, 2022, p. 1015).

To meet these demands, a holistic education approach is required – one that emphasizes integrated learning, by addressing not only the cognitive and social dimensions but also the emotional aspect of learning (Holst, 2022). However, most teaching formats focus on cognitive, rational learning, emphasizing theoretical knowledge over holistic understanding and practical engagement with sustainability issues (Nölting et al., 2018), though emotional competencies are fundamental to facilitate a motivational and empowering institutional climate (Holst, 2022; Schröder et al., 2020).

External stimuli can evoke various emotional reactions (Salovey and Mayer, 1990), referred to as CE within this context. These emotions may activate or deactivate behaviors, influencing pro-environmental or avoidance responses. Ojala (2013) contends that exposing students to realities of the climate crisis can elicit feelings of helplessness and hopelessness, emotions that hinder constructive engagement. However, a given stimulus may evoke different emotions depending on individual perception (Novotná et al., 2017) and can lead to different behaviors. For example, fostering positive emotional states can counter avoidance and promote proactive engagement (Landmann and Naumann, 2024). Simultaneously, unpleasant emotions may also lead to constructive actions if individuals feel in control (Ojala, 2013).

A key challenge for HEIs, therefore, is to equip students with the competencies necessary to navigate diverse CE, empowering them to engage in meaningful climate action. This underscores the need for educational approaches that address both knowledge and the emotional dimension of climate change.

In this regard, three aspects warrant deeper exploration: emotional intelligence, emotional competencies and reappraisal. Figure 1 provides an overview of these three aspects and their overlaps in terms of content. Goleman (1996) describes emotional intelligence as a meta-skill that significantly influences an individual’s ability to use other capabilities. It consists of four core skills: accurately perceiving emotions, using emotions to facilitate cognition, understanding emotional variations and managing emotions (Mayer et al., 2024). Furthermore, emotional intelligence is organized into four major domains – self-awareness, self-management, social awareness and relationship management (Boyatzis et al., 2000).

Similarly, the concept of emotional competencies is defined as the ability to recognize, understand, regulate and effectively apply one’s own and others’ emotions (Ikävalko et al., 2020). It encompasses four dimensions: self-awareness of emotions, awareness of others’ emotions, self-regulation and the ability to influence others’ emotions (Giardini and Frese, 2008; Figure 1). Goleman (1996) emphasizes that recognizing emotions as they arise forms the foundation of emotional intelligence. This recognition can be defined as an emotional competence that enhances self-awareness, followed by the emotional competence of articulating emotions. It is the first step toward emotion regulation, distinguishing between being overwhelmed by an emotion and recognizing it with reflective awareness (e.g. “It is anger that I am feeling”; Goleman, 1996, p. 68). Another step is a clear perception of how emotions influence action, enabling individuals to gain control over their responses. As emotions arise from individuals’ perceptions of their ability to cope with a situation, a key strategy for managing emotional reactions is cognitive reappraisal, which involves altering one’s interpretation of a situation to modify its emotional impact (Gross and Thompson, 2007), thereby adjusting emotional responses through changed thoughts or perceived coping capacity (John and Gross, 2004; Novotná et al., 2017).

In the context of CE, developing emotional intelligence and emotional competencies, especially emotion regulation skills, like reappraisal, can help students reinterpret climate challenges, their ability to act and adjust their emotional responses in favor of pro-environmental behavior. In the context of HESD, this means that emotionally intelligent students can perceive, label and regulate their CE to address sustainability challenges and shape a sustainable world. Accordingly, educational settings need to foster constructive emotion regulation strategies.

Recent studies highlight CE’s significant role in shaping individuals’ experience and behavior, particularly among younger populations. Research on the influence of emotions on cognitive learning (Tyng et al., 2017) and the relevance of emotional competencies and emotional intelligence (Goleman, 1996) suggests that HEIs should adopt ESD approaches addressing the affective dimension of the climate crisis.

While most research focuses on the prevalence of CE and related educational approaches in (secondary) school contexts, studies within higher education remain limited (Pellitier et al., 2023). To bridge this gap and explore current methods for engaging with CE in HEIs, the following research question (RQ) was formulated:

This research question will be elaborated through a scoping review.

To explore current methods addressing CE in HEIs within ESD, this paper includes a scoping literature review. Scoping reviews map existing evidence, clarify key concepts and identify research gaps, without providing critically evaluated answers to specific questions (Munn et al., 2018). They are particularly suitable for emerging research topics where an overview of existing findings provides valuable insights. Accordingly, this review type was chosen to examine emotion-sensitive ESD methods at universities. Building on the initial methodological framework introduced by Arksey and O'Malley (2005), the present review was guided by the updated framework proposed by the Joanna Briggs Institute and the reporting steps outlined in the PRISMA statement for scoping reviews (PRISMA-ScR) (Peters et al., 2020; von Elm et al., 2019). The individual steps of the scoping review according to PRISMA-ScR are listed in the sections below.

As stated in Section 2, the RQ was identified as: “What existing methods and practices deal with climate emotions (CE) in higher education institutions (HEIs) in the context of ESD?”

To cover a broad spectrum of relevant literature from various disciplines and publication types on emotion-sensitive ESD in higher education, the authors searched the international electronic scientific databases Web of Science, ScienceDirect and Scopus (Figure 2). Additionally, Google Scholar was used to search for relevant gray literature (Munn et al., 2018). Boolean operators were used to specify inclusion and exclusion during the scoping process (Campbell et al., 2017). The parameters included the year of publication (2010–2024), HEI, sustainability, CE, emotional competencies, intelligence or regulation and a specific method, practice, approach or activity.

Found papers were sifted for English or German (authors’ first language). All the above parameters had to be found in the titles, and abstract or by using keywords. No geographic restrictions were applied to ensure a global sample for ESD approaches.

Exemplary Boolean operators from the Web of Science database:

The search period lasted from April 22, 2024, to March 18, 2025. Applying the inclusion criteria, only peer-reviewed papers published in academic journals were ultimately shortlisted. However, due to the exploratory nature of this scoping review, no formal critical evaluation of the included studies was performed.

The study selection process followed a dual-review approach, with two authors independently screening all records from initial identification to the full text analysis. In total, 114 distinct studies were identified using the search criteria (Figure 2). During the pre-selection process, 63 papers were excluded through title, abstract and keyword screening, since they did not fulfill the inclusion criteria.

Of the remaining 51 papers, 24 were excluded because they did not address the research topic specified in the RQ (e.g. papers that sampled elementary students and conceptual studies were excluded). In the final step of the full text evaluation for suitability, 17 of the 27 remaining papers were excluded due to unsuitable samples for testing specific CE-ESD approaches. The full list of identified studies is available in the supplementary material (Table of Studies).

Finally, a total of 10 (full-text) studies were selected for analysis. All data analysis and synthesis were performed by the authors using Microsoft Excel.

The final 10 studies allowed to collect data from Canada, China, Israel, Poland, the UAE, the UK, the USA, South Africa, Spain and Venezuela. All test-specific methods to address CE within higher education where the sample population mainly comprised HEIs students only [with the studies by Ahmad et al. (2023) and Singh (2012) being the only exceptions, see Supplementary material]. All 10 selected studies were published between 2011 and 2023. Study types varied between exploratory, quantitative and qualitative. The invested phenomena ranged between transformative learning and pedagogies, affective responses to climate change, ESD, critical-, systems- or sensory thinking or action research.

The following Section 4 contains the final phase of the SR-process: the summary, the report and the mapping of the results achieved.

The review reveals the global nature of CE and growing interest in the emotional dimensions of sustainability. However, most of the studies primarily focus on assessing the prevalence of CE, with few examining concrete methods, particularly in HEIs. Only 10 studies met the inclusion criteria for analysis. Based on the teaching-learning approaches applied in the studies, three distinct pillars were identified: transformative pedagogies and learning (five studies), action-based learning (three studies) and sensory thinking (two studies). Figure 3 provides an overview, while Tables 2–4 summarize the analyzed studies, highlighting the emotional competencies that, according to the authors, were addressed or developed through the methods.

Transformative learning is defined as “[…] learning that transforms problematic frames of reference – sets of fixed assumptions and expectations (habits of mind, meaning, perspectives, mindsets) – to make them more inclusive, discriminating, open, reflective, and emotionally able to change” (Mezirow, 2003, p. 58).

The researchers used multi-sensory tools, discussion methods and methods to foster (critical) (self-)reflection. Additionally, creative methods, outdoor teaching as well as field work were used. Further, problem-based learning and experiential learning approaches were implemented. Table 2 gives an overview of the specific methods, tools and approaches that were used by the researchers.

The results reveal that reflective exercises enhanced students’ critical thinking skills and expression of thoughts (Esmail and Matthews-Roper, 2022). Through reflection, students recognized their emotions, biases and preexisting mental frameworks; Written reflections showcased cognitive expression of emotions and aided students in aligning their thoughts and emotions (Esmail and Matthews-Roper, 2022). Similarly, songwriting helped students articulate their emotions (Gal, 2023). Discussion posts facilitated engagement with diverse viewpoints (Esmail and Matthews-Roper, 2022). By pairing discussion methods with team-based learning, design projects, reflection journals and other methods, students further developed self-awareness, open perspectives, a deep shift in worldview and started acting differently (Avsec et al., 2022). Role plays and simulations were highlighted as effective for fostering empathy and addressing the affective dimension of sustainability (Ahmad et al., 2023), while also helping students enhance their ability to influence decisions through “[…] credible appeals to logic and emotion” (Mabry, 2011, p. 13).

Action-based learning includes experiential and problem-based learning, “[…] which are theorized to (a) link human thinking to action, (b) associate acquired skills with life purpose, and (c) teach substantive knowledge and the skills needed to apply that knowledge” (Mabry, 2011, p. 6).

These studies used real-world experiential learning (Tomasella et al., 2022), active learning, project-based learning with the flipped classroom method and debate techniques (Castilla-Polo et al., 2022) and a community of practice approach, including field work and action research (Singh, 2012, see Table 3). The researchers found that the students developed an understanding of themselves and others according to the dimensions of emotional intelligence. They also developed compassion, as the practical experiences encouraged them to think about empathy and develop the competence to act accordingly (Tomasella et al., 2022).

In line with the community of practice approach, action engagement in action research was utilized (Singh, 2012). Students had to partner with community insiders to identify problems, develop action or intervention plans and devise solutions for community issues. Active participation and the cyclical approach enhanced students’ emotional comprehension and offered an insider perspective into the situations. Additionally, trust was fostered between students and members of the community (Singh, 2012). Furthermore, active learning and project-based learning approaches combined with the flipped classroom method and debate techniques encouraged students to express and articulate their emotions (Castilla-Polo et al., 2022).

Sensory-based learning is an approach that engages the senses to process and understand information, based on the idea that learning becomes deeper and more meaningful through direct sensory experiences.

The researchers put the affective approach at the center of education linked to sustainability (Albert and Chen, 2023) and focus on the relationship between natural sounds and emotions to promote environmental awareness (Hurtado-Soler et al., 2020, see Table 4). Methods included environmental sensing (Albert and Chen, 2023; Hurtado-Soler et al., 2020), visits, visualizations, such as abstract drawings (Albert and Chen, 2023) and analysis of environmental issues (Albert and Chen, 2023; Hurtado-Soler et al., 2020), as well as quasi-real scenarios created by virtual reality (Hurtado-Soler et al., 2020).

Results indicate that environmental sensing connects students with physical reality, increases their sensorial and emotional perceptions, helps to develop compassionate relationships with oneself and the environment and generates pro-environmental attitudes (Albert and Chen, 2023; Hurtado-Soler et al., 2020). In addition, abstract drawings help students to express their emotions (Albert and Chen, 2023).

The reviewed studies underscore the important role of emotions in shaping attitudes and behaviors toward climate change and sustainability. Although none of the studies explicitly addressed CE, all engaged with the affective dimension of this phenomenon, emphasizing its influence on pro-environmental behavior. One study also linked sustainability to the concept of emotional intelligence. Some methods, such as debate techniques and creative activities, appeared across multiple pillars, while fieldwork emerged as a common approach across all three.

The findings underscore the multifaceted nature of emotions in sustainability education. Even though most teaching approaches did not explicitly target emotional intelligence or emotional competencies, they indirectly enhanced aspects of emotional intelligence.

Transformative pedagogy emerged as a prominent pillar across multiple studies, demonstrating its effectiveness in fostering emotional engagement and promoting meaningful learning experiences. Within the studies, critical self-reflection via viewer-response activities (e.g. film analysis or written reflections) was critical for recognizing personal mental frameworks and reassessing perspectives on climate change (Esmail and Matthews-Roper, 2022). Creative methods, such as drawing and songwriting, further facilitated introspection and emotional expression among students (Gal, 2023). This indicates the potential of written reflections in assisting students to develop the competence of emotional awareness. Becoming aware of one’s own mental frames of reference (Mezirow, 2003), is a prerequisite for reappraising events or external stimuli, enabling individuals to adjust their emotional responses accordingly (Novotná et al., 2017). Role plays and simulations are highlighted as powerful tools for addressing the affective dimension of sustainability as they facilitate empathy toward diverse perspectives (Ahmad et al., 2023). Empathy, recognized as an important skill of emotional intelligence, is assigned to the third major domain of social awareness (Boyatzis et al., 2000). Through methods such as reflection journals and discussions, students changed their attitudes toward uncertainty (Avsec et al., 2022). In addition, the students changed their perceptions of self and others and made changes in thought and action, e.g. reassessing their beliefs (Avsec et al., 2022). These results indicate that students developed the emotional competence of emotion regulation through reappraisal. Through role-plays, students also learned to enhance their ability to influence others in their decisions by combining logic and emotion into coherent arguments (Mabry, 2011). Influencing others’ emotions is one of the four fundamental dimensions of the concept of emotional competence (Giardini and Frese, 2008).

Action-based learning also emerged as a prominent pillar, emphasizing the importance of hands-on experiences in fostering emotional comprehension and self-efficacy among students. Singh (2012) highlighted that community engagement can be transformative, as students build trust in themselves and others by seeing their interventions create positive change and inspire stakeholders. Grund and Brock (2019) suggest that believing in one’s ability to shape a sustainable future is essential for acting, underscoring the role of self-efficacy in driving environmental engagement. Through action-based learning, students further experienced an increase in their emotional intelligence as they developed self-understanding and understanding of others (Tomasella et al, 2022). This again can be linked to the development of the skill of empathy and the feeling of being positively moved. In addition, the emotional competence of emotional awareness and emotional articulation was nurtured through methods such as debates (Castilla-Polo et al., 2022).

Sensory-based learning deepened the understanding of the emotional connection to environmental issues. Albert and Chen (2023) emphasized the role of sensory experiences in fostering empathetic relationships with the environment. By encouraging students to express their emotions through abstract drawings, they facilitated a deeper connection between the inner and outer worlds, highlighting the interconnectedness of emotions and the environment (Albert and Chen, 2023). In addition, connecting sensory experiences to learning gave students improved emotional perceptions and generated pro-environmental attitudes (Hurtado-Soler et al., 2020). This suggests that sensory-based learning helps students develop the competence of emotional awareness, including perceiving and articulating emotions.

In response to the research question, it is noteworthy that none of the reviewed studies employed approaches explicitly designed to address CE. However, all studies focused on or implicitly addressed the affective dimension of sustainability or climate change. The reviewed studies offer valuable insights into teaching approaches that address the affective dimension of sustainability learning and, in part, contribute to strengthening emotional competencies – such as expressing feelings through creative methods like abstract drawing. Students have also expanded their empathetic abilities through action-based learning and the community of practice approach. This is particularly significant given that the authors view such competencies as essential for addressing climate challenges. However, few teaching approaches could be identified that support students in constructively managing CE through emotion regulation strategies, revealing a gap in methods that foster the development of emotional competencies. Coaching-based approaches can offer a promising avenue by creating safe spaces for emotional expression and reflection (Singer-Brodowski et al., 2022), enabling students to engage in complex climate-related emotions and develop constructive coping strategies. Thus, in emotion-sensitive HESD, educators need to act as coaches or facilitators, supporting students in sharing and reflecting on their emotional experiences with peers. This role extends beyond formal learning. Emotion-sensitive HESD emphasizes trust-based interpersonal relationships that foster openness, emotional reflective exchange and a sense of togetherness (Grund et al., 2024). Educators are thus called to reframe their professional identity, prioritizing the quality of communication and cultivating mutual trust between themselves and their students. Coaching dialogues, for instance, can support learners in reappraising CE, promoting emotional competencies and self-efficacy. Through reflective questioning, students can be guided beyond passive emotional perception toward an empowered, action-oriented stance. Moreover, coaching-based environments complement transformative learning by encouraging perspective shifts, potentially initiating intentional behavioral changes (Novotná et al., 2017). As such, integrating coaching into HESD can facilitate emotional navigation and support meaningful, constructive behavioral change.

While this study offers valuable insights into CE and teaching approaches within HEIs, several limitations remain. Notably, quantitative evidence on the internal consistency of CE scales is scarce, and much of the existing literature remains qualitative or conceptual, leaving the construct’s independent status insufficiently established. This underscores the need for quantitative research to substantiate their significance and clarify implications for educational practices.

Moreover, the study’s narrow research question limited the scope and representativeness of included studies. A broader approach could identify additional studies and teaching approaches. Furthermore, small sample sizes limit the generalizability of the findings. Studies, such as Esmail and Matthews-Roper (2022) and Ahmad et al. (2023), involving as few as 12–24 participants offer valuable preliminary insights but lack strong statistical validity. These limitations call for cautious interpretation and underscore the need for further research to deepen understanding.

The scoping review indicates that emotional engagement serves as a catalyst for the development of a sustainability mindset and pro-environmental behaviors. Therefore, integrating the emotional component of sustainability into HEIs is highly recommended.

To effectively integrate emotional engagement into HEIs’ curricula, educators should include transformative pedagogies to foster emotional competencies. This involves creating safe spaces for critical emotional reflection and using experiential approaches to engage students in real-world sustainability challenges. Universities, communities and organizations should be encouraged to provide such experiential learning opportunities.

Sustainable political initiatives could benefit from incorporating an emotional dimension to promote an environmentally conscious society. Policymakers can support community-based fieldwork at HEIs and promote educational reforms that embed transformative, experiential and sensory learning into curricula. Such measures would equip future generations with the competencies needed for informed, reflective and sustainable decision-making.

Effectively addressing CE and adopting a holistic approach to ESD requires rethinking educators’ training. Educators need to be equipped to create nonjudgmental spaces where students can express emotions freely. Thus, educators should receive coaching-based training to be able to support students in the affective dimension of sustainability.

Although the affective dimension of sustainability education is globally recognized, further research is needed to explore effective methods for addressing it. While competency-based education has gained prominence in ESD, implications for pedagogy remain underexplored. Integrating emotional intelligence into HESD, particularly through coaching approaches, holds potential for addressing CE. Future research should examine its effects on students’ emotional competencies, coping strategies, climate engagement and the long-term effects on their attitudes, behaviors and contributions to sustainability.

Exploring how ESD extends to adult and professional development offers a valuable research avenue. Such inquiry can illuminate effective strategies for enhancing climate literacy and promoting sustainable practices among adult learners, thereby supporting broader global climate education.

Additionally, further research should examine the role of educators within HEIs. As pedagogical approaches shift toward transformative and affective models, educators serve as facilitators of student growth and empowerment. Further research is needed to identify the professional development of educators and the competencies required for implementing holistic, emotion-sensitive ESD.

This paper highlights the importance of addressing CE within HEIs as a core component of ESD, particularly through the development of emotional competencies. While the climate crisis affects people globally and emotions strongly influence action, HEIs largely overlook the affective dimension of sustainability education, prioritizing cognitive learning instead. This gap is reflected in the scoping review, which identified only ten studies between 2011 and 2023 that engage with emotional aspects of sustainability learning, highlighting the limited integration of affective approaches in HEIs.

While creative methods support emotional expression, greater emphasis is needed on developing students’ ability to consciously regulate and redirect emotions. Coaching-based approaches offer a promising addition by providing supportive environments for emotional exploration and reappraisal of CE. Integrating these approaches into HESD can strengthen emotional self-regulation and enable educators and students to translate CE into constructive climate action.

This Open Access publication has been made possible by funding from the publication fund of the State and University Library Bremen.

The supplementary material for this article can be found online.