This research centres on an introductory online climate change course in a Geography department at a Canadian university. The course takes advantage of the inherent interdisciplinarity of Geography and covers climate change science, human responses, climate justice, and solutions. The course pedagogy is rooted in active learning and best principles in online teaching, and draws from the First Peoples Principles of Learning. The enrolment has grown to 300-600 students per offering, representing every Faculty in the university. As the student body in the course diversifies and the climate crisis worsens, I have observed an increase in emotional responses to climate change among students. In response, this research aims to:
 
 1. Characterize students’ emotional responses to learning about climate change.
 2. Assess teaching strategies for how they relate to student emotional responses.
 3. Implement pedagogy that counters climate change distress through improving climate literacy and promoting resilience, empowerment, and hope.
 
 A survey was administered to students in the course in Summer 2024 (n = 525 students) and is upcoming in Spring 2025 (n = 343 students) to characterize students’ emotional responses to learning about climate change, and to assess course pedagogy. Quantitative responses were summarized, and qualitative responses were coded using iterative thematic analysis. Two course assignments are being analyzed with respect to student reflections on climate change impacts and what, if anything, gives them hope. Results from the 2024 survey analysis indicate that the main aspects of the course that counter climate change distress are improved climate literacy/knowledge; a sense of community/shared goal; and a focus on global action. The main aspects of the course that lead to a sense of empowerment are improved climate literacy/knowledge and a focus on individual action. Data from the Spring 2025 survey will be analyzed in the coming months, and thematic analysis of course assignments is ongoing. Results will be included in the presentation along with conclusions and recommendations for effective pedagogy.