Addressing Eco-Anxiety Among Students of Mae Fah Luang University (Thailand) Through HOTS-Oriented Classroom Towards Sustainable Development Goal 4 (Quality Education)
Keywords:
Eco-Anxiety, SDG 4 (Quality Education), HOTS-Oriented Classroom, Air Pollution, Mae Fah Luang UniversityAbstract
Haze and PM2.5 air pollution in Chiang Rai has adversely affected Mae Fah Luang University (MFU) students, intensifying an emerging form of psychological distress known as eco-anxiety. Recognizing the direct connection between mental well-being and the capacity to engage in learning, this paper examines how integrating Bloom's Revised Taxonomy of higher-order thinking skills (HOTS) in the "Introduction to Sustainable Development" (ISD) classroom can mitigate eco-anxiety. Over one academic year, 60 students participated in qualitative methods (classroom observations, focus group discussions, surveys, and reflections). Results show that
87% of students reported high eco-anxiety, characterized predominantly by fear, anger, and helplessness. By employing a HOTS-based approach, the classroom not only validates ecological emotions but also helps develop emotional resilience and empowers students to create actionable solutions to environmental challenges. These insights support SDG 4 (Quality Education) by linking cognitive skill development to students' mental well-being and their capacity to address real-world environmental crises.
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