The integration of sustainability education and socio-emotional learning (SEL) is critical for equipping learners with the cognitive and affective skills necessary to address global challenges such as climate change. However, the design and implementation of such courses often reveal systemic contradictions between intended learning goals and stakeholder experiences. This study examines an online climate change education course that incorporates SEL competencies, analyzing perspectives of four key stakeholders—learners, teachers, course creators, and domain experts—through the theoretical lenses of Activity Theory and Expansive Learning. Application of these frameworks involves several stages, such as understanding the activity systems, multivoicedness (the diverse perspectives within the system), identifying contradictions (the tensions that drive change), and exploring expansive cycles (the iterative processes of learning and transformation). This lens enables us to explore how tensions within the activity systems can lead to new understandings and practices, ultimately enhancing the learning experience and the effectiveness of course design and delivery.

Using a qualitative research approach, we analyze the interactions between two activity systems: the Course Creation System (comprising course creators and domain experts) and the Course Execution System (comprising learners and teachers). Employing interaction analysis techniques, we examine data collected through think-aloud sessions and semi-structured interviews, focusing on how participants engaged with and interpreted the course from their respective perspectives and roles. Our in-depth analysis centers on four participants—one from each stakeholder category—from whom we collected approximately five hours of interaction data, followed by semi-structured interviews. The study identifies key contradictions in course design, pedagogy, and engagement strategies, with particular attention to the interplay between Social and Emotional Learning (SEL) elements and sustainability content.

Findings highlight tensions between course creators’ intentions and learners’ actual engagement, revealing gaps in content accessibility, emotional engagement strategies, and pedagogical alignment. Teachers expressed concerns about the course’s adaptability for classroom integration, while domain experts noted areas where climate science representation could be strengthened. Learners highlighted challenges in connecting SEL concepts to scientific content, whereas course creators reflected on balancing various content, pedagogical structure with engagement strategies. Through the lens of Expansive Learning, we explore how these multiple voices contradict, align and interact with each other and how they can serve as drivers for iterative course refinement, fostering more effective learning experiences.

This study contributes to the broader discourse on designing online sustainability and SEL courses by demonstrating how an activity system-based approach can uncover systemic tensions and inform continuous improvement. Insights from this research have implications for course designers, educators, and policymakers seeking to integrate SEL and sustainability education more effectively in digital learning environments.

Keywords: Sustainability Education, Social Emotional Learning, Activity theory, Online Education, Stakeholder perspectives.