From the classroom into action: Supporting students’ agency and encouraging continuous learning

One of the first reactions after learning about sustainability is –and it indeed should be– “what can I do?”. This comes from a real desire to help but can also lead to feeling overwhelmed. The climate crisis is massive, and social and environmental problems can seem so complex that it’s hard to know where to start. Both educators and students can feel powerless—anxious, unsure, and unable to see a clear way forward. In those moments, taking meaningful action can feel out of reach, which only adds to the sense of frustration or helplessness.

And indeed, the current multiple crisis are complex and can feel quite heavy. The Intergovernmental Panel on Climate Change (IPCC) 's 6th report was unequivocal: humans have over-exploited nature's available resources and thus pushed environmental limits to the extreme, leading to major climate disruption and a worrying decline in biodiversity.

Yet there is still time to act.

At Sulitest, we believe higher education plays a fundamental role, with educators guiding students toward informed, impactful choices. Small actions—like swapping to reusable items—can spark awareness, but it’s vital to show that deeper decisions, such as voting, career or financial choices, have far greater influence. Teaching should prepare students to carry sustainability into their careers, shaping workplace practices and decisions. These long-term, systemic changes require sustainability to be embedded in the curriculum and are essential for lasting impact.

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How can educators facilitate learning and meaningful action?

Empowering students to act on sustainability requires more than knowledge—it demands intentional guidance from educators. Below are some suggestions on how educators can create the conditions for students to translate their learning into action.

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Provide a compass for learning

Tools such as TASK (The Assessment of Sustainability Knowledge), play a key role in this respect. Our certification tool, specially designed for universities, helps students and their institutions understand their knowledge gaps in environmental issues, topics related to human welfare and how we can make a difference. By taking TASK™, students encounter a wide range of sustainability-related subjects and can better grasp its systemic nature and complex interconnections.  

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Embed sustainability into the curriculum

Sulitest also offers a TASK Resource Hub, which contains many different resources for both educators and students. For example, the TASK Navigational Charts, as described on this blog, offer a collection of easy-to-read synoptic overviews of each of the 28 subjects included in the TASK™ matrix, helping educators identify new topics and learning outcomes to integrate into their teaching.

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Cultivate continuous learning

Moreover, we also recommend a range of platforms which students can use to broaden their understanding and engagement with sustainability.

Here are a few recommendations:  

• Sustainability illustrated (EN/FR) - YouTube channel

• Our Changing Climate (EN) – YouTube channel

• Regeneration - a positive resource (EN/FR) breaking down every subject linked to environment and biodiversity, in a spirit turned towards action  

• Force of Nature - resources helping young people feel empowered and develop the skills to make a difference.

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Encourage critical thinking

Being critical about those sources and the news we receive in general is increasingly important. As sustainability becomes more political, a lot of misinformation is being spread. This can either scare students or diminish the problems, both of which are not helpful to promote meaningful and positive action. It is, therefore, vital to encourage and teach students how to:

• Cross-check sources to differentiate scientific facts from unfounded ideas.  

• Choose reliable resources and channels, such as recognized institutions, experts or specialized independent media.

Stay tuned for another blog focused on developing critical thinking.

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Foster a sense of agency and community

Encouraging students to get involved in local sustainability initiatives—whether through campus projects, community gardens, or environmental clubs—can turn anxiety into action. As you discuss sustainability challenges, bring awareness to how that affects their community and specifically mention initiatives which are taking place around them to address them. Researching these initiatives and building local partnerships does take time, but that will ensure your impact extends beyond the classroom.

Creating spaces for open discussion, validating their concerns, and highlighting positive change stories also helps students feel less overwhelmed and more empowered. By guiding them toward constructive engagement, educators can transform worry into meaningful participation and resilience. But navigating these emotional dynamics can be challenging without the right pedagogical tools. That is why pedagogical frameworks like PRME can provide practical guidance on how to create and guide these spaces where important yet uncomfortable emotions may arise.

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Bring professionals to talk about their experience working in sustainability

Leverage your network or collaborate with Alumni Affairs or Corporate Relations teams within your institution to find those who are working in sustainability and who can come to the classroom to share their experience. Alumni can make their story especially relatable, which can encourage action, at the same time it connects students to the local community and provides them with interesting networking opportunities.

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We hope you found this article useful. Don’t hesitate to share it with your colleagues or share with us how you are helping students deal with eco-anxiety and practice sustainability in their daily lives and careers.

Moreover, if you're interested in knowing more about how Sulitest supports sustainability education or contribute to these efforts, contact us.