Social Emotional Learning and Pro-Environmental Behavior

Human beings are naturally empathetic, yet this inherent trait is often overlooked in formal education systems (Markham, 2016). Education has traditionally emphasized rationality, logic, and measurable results, while the important role of empathy and compassion has been understated (Noddings, 2012). However, empathy is not just an individual virtue; it also serves as a vital link to peace, sustainability, and collective well-being. When learners learn to empathize with others and develop compassion for the natural world, they begin to foster a deeper sense of responsibility for both human and environmental success.

Spiritual leaders like the Dalai Lama have long highlighted the transformative power of empathy. He consistently states that compassion is not a luxury but a necessity for humanity’s survival (Dalai Lama, 1999). Similarly, Buddhist philosophy reflects this idea. In the Dhammapada (IV, Pupphavagga: Blossoms, verse 49), it is taught that just as a bee gathers nectar without harming the flower, wise people should interact with the world gently, respecting and reciprocating (Sala, 2020). This philosophy emphasizes engaging with others and nature consciously, taking only what’s needed and leaving beauty and vitality intact.

In sustainability education, emotions like empathy, compassion, and gratitude can shift environmental learning from simple technical problem-solving toward deeper relational awareness. Positive emotions have been shown to boost engagement, resilience, and prosocial behaviors (Fredrickson, 2004). Incorporating emotional and ethical elements into curricula creates a comprehensive framework where learners not only understand environmental issues intellectually but also care about them on a personal and moral level.

Education that combines empathy and emotion can be a strong catalyst for developing global citizens who act kindly toward others and the planet. Ultimately, reclaiming compassion in teaching and learning is about more than personal growth; it’s essential for building a fairer, more peaceful, and sustainable world. This series of blog posts is a call for educators of lifelong learners to explore the inter-linkages between emotions and the environment. It will provide space to explore the role positive emotion play or could play in curricula and teaching and learning about the environment.

To contribute to the series, please contact the series editors Radhika Iyengar (iyengar@climate.columbia.edu) and Camilla Hadi Chaudhary (chc73@cam.ac.uk).

Please refer to the general guidelines for NORRAG blog submissions.

This blog series is supported by the KIX EMAP Hub.

References

Dalai Lama. (1999). Ethics for the New Millennium. Riverhead Books.

Noddings, N. (2012). The Ethics of Care: Personal, Political, and Global. University of California Press.

Sala, M. (2020). The Dhammapada: Teachings of the Buddha. Shambhala.