Disruptive existential experience in a English literature course

This dataset consists of a written student assignment in which a student reflects on her personal learning process during a course on climate fiction. It contains a so‑called disruptive existential experience that occurred during the course. The work was collected from an elective course within a Master’s programme in Language in Belgium. The course is characterised by interactive, student‑centred teaching, and the teacher explicitly aims to engage with the existential dimension of the climate crisis. The ten‑week course included a substantial reading component: each week, students read a literary text or watched theatre plays or films related to climate change. In parallel, they were required to read a theoretical text on climate change and its cultural framing. Throughout the course, students contributed at least three times to an online discussion forum, where they explored connections between the literary materials and the theoretical readings. These contributions were further discussed during class, both in plenary dialogue and in online breakout rooms. At the end of the course, students were asked to submit a personal reflection paper as their final assignment. The selected excerpt has been analysed to gain insight into the educative potential of disruptive existential experiences in CCE. The excerpt is written by a single student and forms part of a larger dataset. The larger dataset has been pseudonymised and translated from Dutch into English for use in research analyses reported in academic articles. The excerpt made available here is the English‑language, pseudonymised version used in these analyses.