Yin Liu Eco-Anxiety: Ontario Teachers’ Perspectives into Effective Pedagogy in Environmental Education

Abstract

Eco-anxiety describes emotional responses such as fatigue and frustration toward environmental issues. This qualitative study thus examines the manifestation of negative emotions to environmental stewardship in both elementary and secondary classrooms. Specifically, through interviewing two experienced Ontario teachers, it investigates how this anxiety affects learning interest, engagement, and motivation. Further, by delving into its impact, it implies ways to enhance both teaching and learning self-efficacy through professional development. Primarily, my research finds that empathy fostered through opportunities in place-based education combats anxiety through personification of living things and attachment to a geographical location. In addition, teachers’ advocacy in expanding access of environmental education for students with marginalized backgrounds de-gentrifies this education. By intentionally integrating environmental education across curricula, teachers implant early stewardship among students to act responsibly in their life. Further, as anxiety is more pronounced in early years due to loss of agency, teachers’ professional learning in effective pedagogy connects lived experience with knowledge that addresses systemic barrier in accessing resources and support in this area.

Keywords: eco-anxiety, teachers' perspectives, professional development, pedagogy, Environmental stewardship