This online panel examines how climate-related emotions shape learning, responsibility, and engagement with climate justice in educational contexts. Young people experience a wide range of emotions—such as concern, frustration, hope, and solidarity—as they confront environmental crises and social inequities. Rather than viewing these emotions as inherently positive or negative, the panel explores how they can be understood as signals that invite pause, regulation, reflection, and ethical choice. Drawing on research, classroom practice, and field-based programs across diverse cultural settings, speakers will discuss how Education for Sustainable Development and social and emotional learning can foster a sense of shared responsibility—toward communities, ecosystems, and future generations. Through examples from Europe, grassroots climate justice initiatives, and lived experiences in climate-vulnerable contexts, the discussion highlights how education can support collective well-being and enable thoughtful, inclusive pathways toward climate justice and collective action.
