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Embracing climate emotions to advance higher education

Nature Climate Change volume 13, pages 1148–1150 (2023)Cite this article

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Climate emotions permeate student learning and research activities, but their influence is poorly understood and often ignored in higher education. We develop recommendations for instructors, research mentors and institutional leaders to enhance educational and research outcomes for students grappling with challenging climate emotions.

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Fig. 1: Foregrounding climate emotions in higher education.

Peter Pellitier

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Authors and Affiliations

  1. Department of Biology, Stanford University, Stanford, CA, USA

    Peter T. Pellitier

  2. Department of Earth System Science, Stanford University, Stanford, CA, USA

    Peter T. Pellitier & Sierra R. Castaneda

  3. Department of Communication, Stanford University, Stanford, CA, USA

    Michelle Ng

  4. Susanne Moser Research & Consulting, Hadley, MA, USA

    Susanne C. Moser

  5. Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, CA, USA

    Britt D. Wray

Authors
  1. Peter T. Pellitier
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  2. Michelle Ng
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  3. Sierra R. Castaneda
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  4. Susanne C. Moser
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  5. Britt D. Wray
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Correspondence to Peter T. Pellitier.

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Pellitier, P.T., Ng, M., Castaneda, S.R. et al. Embracing climate emotions to advance higher education. Nat. Clim. Chang. 13, 1148–1150 (2023). https://doi.org/10.1038/s41558-023-01838-7

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