Emotions and transformative learning for sustainability: a systematic review

Abstract

As multiple global sustainability crises are getting more severe and existential, a better understanding of how people undergo deep personal transformations related to sustainability is needed. In the educational debate on sustainability learning, transformative learning theories are widely used. To analyze specific phases of transformative learning, we derived five meta-phases from the literature (novel experience, reflection, social exchange, shift of action, shift of meaning). Although human emotions often arise during the confrontation with sustainability issues and are central to moral action, no substantial, theorized understanding of the role of emotions within sustainability-related transformative learning exists to date. We conducted a systematic review (following the PRISMA guidelines) and screened 355 publications to close this research gap. After applying the exclusion criteria, the in-depth analysis of 20 studies showed that sound theoretical references to theories of emotion and transformative learning are rare. The review shows clearly that diverse emotions permeate sustainability-related transformative learning processes. Among these are both negative emotions to novel learning experiences concerning sustainability (e.g., sadness, shame, disgust, guilt) as well as positive emotions in the context of social exchange (e.g., awe, gratitude, fun) and associated with newly formed actions (e.g., fulfillment, pride). Accordingly, to enable emotionally positive learning experiences, relationship and action orientation are particularly important within sustainability learning. The analyzed studies call for an educational practice where emotions can be experienced, expressed, and understood in a safe atmosphere. Future research in this area should use more stable theoretical foundations for emotions and transformative learning theory and apply methods that can capture deeper levels of subjective experience.

What does it mean to be engaged? The engagement of student engineers with sustainability: a literature review

“…ESD advocates a "whole person" education, with knowledge ("head as to know"), skills and competencies ("hands as to do"), emotions ("heart as to feel and experience"), values and beliefs ("spirit as to be and becoming") (Hermes and Rimanoczy, 2018;Sterling, 2004). Such a vision incorporates the principles and values of sustainability and moves beyond the social-cognitive foundations of the higher-education paradigm, including socioemotional dimension of learning (Dunlop and Rushton, 2022;Grund et al, 2024;Crist ovão et al, 2023). However, the results indicate a limited consideration of the "heart" and "spirit" dimensions, given the emphasis on acquisition of knowledge (intrapersonal engagement as autonomy), and formal education contexts for learning (situated engagement).…”

“…There is no reference to strong feelings towards something, or someone. Emotional engagement for sustainability in the studies here reviewed are mainly attitudinal, and do not refer to emotions such as fear, anxiety, grief, happiness, hope (Verlie, 2019), and the role they play in meaningful and transformative learning towards sustainability, where values are built, the ability to identify responsibilities is developed and the capability of coping and outlook is enhanced, emotional balance is promoted and leadership for change is promoted (Dunlop and Rushton, 2022;Grund et al, 2024;Crist ovão et al, 2023).…”