"Hope dies, action begins?" The role of hope for proactive sustainability engagement among university students

Abstract

Purpose Education in sustainability science is largely ignorant of the implications of the environmental crisis on inner dimensions, including mindsets, beliefs, values and worldviews. Increased awareness of the acuteness and severity of the environmental and climate crisis has caused a contemporary spread of hopelessness among younger generations. This calls for a better understanding of potential generative forces of hope in the face of climate change. This paper aims to uncover strategies for fostering constructive hope among students. Design/methodology/approach This study examines, through qualitative interviews, the characteristics of constructive hope amongst proactive students enrolled in university programs related to global environmental challenges. Constructive hope describes a form of hope leading to sustained emotional stability and proactive engagement through both individual and collective actions. Findings The findings are presented according to four characteristics of constructive hope: goal, pathway thinking, agency thinking and emotional reinforcement. This shows how students perceive the importance of: collaboratively constructing and empowering locally grounded objectives; reinforcing trust in the collective potential and external actors; raising students' perceived self-efficacy through practical applications; teaching different coping strategies related to the emotional consequences of education on students' well-being. Originality/value We outline practical recommendations for educational environments to encourage and develop constructive hope at multiple levels of university education, including structures, programs, courses and among students' interactions. We call for practitioners to connect theoretical learning and curriculum content with practice, provide space for emotional expressions, release the pressure from climate anxiety, and to foster a stronger sense of community among students.

Keywords

Sustainability transformation; Pro-environmental behavior; Climate anxiety; Constructive hope; Sustainability science education; Curriculum development

Published in

International Journal of Sustainability in Higher Education
2022, Volume: 23, number: 8, pages: 272-289
Publisher: EMERALD GROUP PUBLISHING LTD

SLU Authors

• Stålhammar, Sanna

  • Department of Landscape Architecture, Planning and Management, Swedish University of Agricultural Sciences
    

Sustainable Development Goals

SDG4 Quality education
SDG13 Climate action


UKÄ Subject classification

Learning
Environmental Sciences


Publication identifier

DOI: https://doi.org/10.1108/IJSHE-11-2021-0463

Permanent link to this page (URI)

https://res.slu.se/id/publ/119066