Climate anxiety in youth : designing emotion-supportive climate MOOCs for youth : literature-based recommendations informed by the “Climate Action – for Youth” MOOC

Abstract

In a time of the growing climate anxiety, youth aged 12–18 is often overlooked as a direct beneficiary of climate change studies, which tend to focus on adults and young adults up to the age of 25. Therefore, the aim of this study is to develop literature–based design recommendations that enable Climate Action – For Youth MOOC to foster climate conscious behaviour among youth while reducing their climate anxiety.

The study systematically reviews recent literature focusing on climate anxiety and education in youth in order to identify successful elements of existing climate education, from which a combination framework used for assessment was developed.

The findings indicate that main weaknesses of the MOOC include its digital design quality and its ability to increase agency and behavioural change. On the other hand, its main strength comes from extensive emotional support for the students. Based on those findings, improvement recommendations addressing main weaknesses were made.

It is important to note the subjective nature of the study as it is carried out without empirical data using the author’s own knowledge and understanding of the topic.

The significance of this study lies first in its practical contribution to improving LUT University’s Climate Action MOOC ecosystem, as well as contribution to emerging research on the digital delivery of climate education to youth. Additionally, this study contributes to sustainable development goals – SDGs 4 and 13.