The role of emotional messaging in climate education: Hope vs. fear appeals and student efficacy

Abstract

Younger generations face climate anxiety and feelings of powerlessness. This mixed-methods study examines how hope- and fear-appeal messages (delivered via VR or 2D media) shape students’ emotions and efficacy in Hong Kong university classroom. Hope appeals highlighting actionable solutions (e.g., sustainable diets, policy advocacy) strengthened collective efficacy by framing individual actions (e.g., reducing plastic) as steps toward systemic change. Fear appeals amplified focus on threats, exacerbating helplessness. No significant differences emerged between VR and 2D formats, suggesting emotional framing—not technological immersion—drives engagement. Hope appeals helped students reframe personal behaviors as part of collective efforts (e.g., community campaigns), bridging individual responsibility and systemic action. Findings challenge assumptions that efficacy messages alone empower students; hope-centered narratives linking personal behaviors to collaboration transform anxiety into agency. Educators should prioritize hope framing with concrete examples of individual and collective climate actions to foster resilience and sustained engagement in solutions.