Climate change is one of the defining challenges of our time, affecting not only ecosystems and economies but also the emotional well-being of young people. Research demonstrates that many adolescents experience climate anxiety and a sense of powerlessness, reinforced by dominant narratives emphasising crisis, risk, and sacrifice. Morning City responds to this challenge by reframing climate education around possibility, creativity, and societal transformation.

The project develops innovative educational resources that enable lower and upper secondary school students to imagine and communicate positive, realistic visions of a sustainable city. Rather than focusing on restrictions or losses, the materials highlight what can be created: green urban environments, sustainable mobility systems, circular resource flows, and inclusive public spaces that support both human well-being and biodiversity. Climate change is thus connected to future-making, civic engagement, and concrete opportunities for action.

Methodologically, the project integrates research from climate psychology, sustainable urban development, and educational science with strategic foresight, scenario planning, and visual storytelling. Through animations, illustrations, and digitally accessible teaching materials, students engage creatively with questions of urban transformation – moving from written reflection to spatial and visual representation. The educational resources are explicitly aligned with national curricula and subject syllabi, supporting long-term integration into classroom practice.

The primary target groups are students and teachers, who play a crucial role in shaping future societal norms and decision-making. At the same time, the project is designed to extend beyond the classroom. Homework assignments and discussion tasks encourage students to involve families and local communities, fostering broader societal dialogue around sustainable urban development. Teacher training and systematic evaluation accompany the implementation, ensuring both pedagogical quality and research-based learning outcomes.

In the longer term, the project contributes to strengthening young people’s sense of agency, democratic participation, and confidence in societal transformation. The project aligns with national education objectives and the UN Sustainable Development Goals, particularly Goal 11 (Sustainable Cities and Communities), Goal 13 (Climate Action), and Goal 4 (Quality Education). By replacing narratives of fear with credible visions of change, the project lays the groundwork for a more hopeful, informed, and action-oriented generation.
The project is funded by Formas and carried out in collaboration with Klimatkoll Guldheden AB.