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Sammanfattning Klimatforandringarna ar ett av de mest allvarliga hallbarhetsproblem som manskligheten star infor och ar en viktig del av utbildning for hallbar utveckling. Genom dess existentiella, politiska och moraliska/etiska karaktar ar klimatfragan vardeladdad och aven forknippad med en mangd kanslor. Manga manniskor oroar sig over klimatforandringarna och studier har visat att kanslor ofta uppvacks i klassrummet da man undervisar om detta problem och andra hallbarhetsutmaningar. Syftet med denna artikel ar att genom en genomgang av teorier och tidigare empiriska studier visa pa att inte bara kanslor utan ocksa kanslohanteringsstrategier ar en viktig del av klimatundervisningen och att larare spelar en viktig roll for om dessa strategier kommer att framja eller hindra laroprocesser inom detta omrade. Larare har betydelse bade genom att vara forebilder och genom hur de bemoter ungas kanslor i klassrummet. I artikeln argumenteras for vikten av att inkludera framjandet av en ”kritisk kanslokompetens” dels i lararutbildningen och dels i utbildning for hallbar utveckling i skolan. Avslutningsvis ges nagra konkreta exempel pa hur detta kan genomforas. Nyckelord: utbildning for hallbar utveckling, klimatforandringar, kanslor, kanslohanteringsstrategier, meningsfokuserad coping, larande Emotions, values and education for a sustainable future: Promoting critical emotional awareness in climate education Abstract Climate change is one of the most serious sustainability problems facing humanity today. It is also an important part of education for sustainable development. Through its existential, political and moral/ethical nature, the climate issue is value laden and also associated with a multitude of feelings. Many people worry about climate change, and studies have shown that emotions are often evoked in the classroom when teaching about this problem and other sustainability challenges. The purpose of this article is to show, through a review of theories and previous empirical studies, that not only emotions but also emotion regulation strategies are an important part of climate change education and that teachers play a vital role in whether these strategies will promote or hinder learning processes. Teachers are important both by being role models and by how they respond to the feelings of young people in the classroom. The article argues for the importance of including and promoting "critical emotional awareness" in teacher education and in teaching about education for sustainable development in schools. In the end of the article some concrete examples of how this can be done are presented. Keywords: education for sustainable development, climate change, emotions, emotion regulation strategies, meaning-focused coping, learning

Känslor, värden och utbildning för en hållbar framtid: Att främja en kritisk känslokompetens i klimatundervisning