ABSTRACT
Over the last few years, learning scientists have become increasingly interested in research around student's motivational and emotional processes, guided by a commitment to affirm learners' individual identities and support justice-oriented design and pedagogies. With ample evidence to show that the Covid-19 pandemic has exaggerated learner's struggles with their thoughts, feelings, and identity, the importance of such research has never been higher. This symposium brings together an international group of scholars with varying research contexts (online, in-person, hybrid, blended), working with students of different age groups (K-12, Undergraduates, pre-service teachers) to present their work around affective learning and teaching. The symposium's focus on affective learning designs that acknowledge learner emotions, affirm their identity, foster designer empathy and build a pedagogy of care will springboard deeper discussions in the ISLS community to further explore "global perspectives on equity and justice that promote the empowerment of educational innovation for all” (ISLS, 2022). © ISLS.