This study aims to examine the pedagogical impact of a participatory, systems-oriented climate workshop implemented in a French undergraduate curriculum. It explores how emotionally charged, experientially grounded activities can foster deep learning in the context of education for sustainable development (ESD), and how they shape students’ emotional responses and intention to adopt sustainable behaviors.
Using a qualitative design, this study analyzes 70 student reflection journals collected following a Climate Fresk workshop integrated into an undergraduate course. Thematic analysis was conducted using an inductive coding strategy, guided by transformative learning theory and affective-emotional frameworks.
Students reported experiencing emotional dissonance (e.g. shock, anxiety, guilt), which prompted critical reflection on ecological responsibility and personal positioning. These emotional and cognitive shifts supported a heightened sense of agency, intention and relational awareness, core elements of transformative sustainability learning.
To the best of the authors’ knowledge, this study provides one of the first in-depth empirical analyses of Cimate Fresk in higher education, examining its role in fostering transformative learning through emotional, cognitive and relational engagement. It advances scholarship by mapping emotional transitions as integral to systems thinking and action-oriented sustainability learning. The findings challenge the limitations of knowledge-based ESD models, affirming the critical role of affective and social dynamics in shaping ecological subjectivities. By exploring how emotional engagement enables deeper learning and agency, this research offers actionable insights for educators and institutions seeking to design emotionally literate, structurally aware and collectively empowering sustainability interventions.
