Epistemic Emotions in Learning: Using Qualitative Inquiry to Explore Implications for Veterinary Educators in Responding to Student Emotions in Their Classrooms.

This article examines how veterinary educators experience and respond to their students' epistemic emotions—emotions arising from cognitive challenges and uncertainty in learning—and the impact of these emotions on teaching effectiveness and learning outcomes. Through qualitative analysis of workshop discussions with educators from three international veterinary schools, the study found that educators recognize student emotions triggered by grades, clinical situations, and uncertainty, but often feel overwhelmed and ill-equipped to manage these emotions constructively. Time and assessment pressures further constrain educators' ability to support student curiosity and engagement, sometimes leading to a cycle where both student and educator emotions deactivate learning. The authors propose practical tool kits focusing on teaching strategies and emotional intelligence development to help educators better scaffold student learning and manage their own emotional responses, emphasizing the need for institutional support to create environments where learning emotions are acknowledged and constructively addressed.