In light of collapsing environmental systems, higher education institutions are called upon to fundamentally re-shape their ways of teaching and learning through pedagogical approaches which prepare students for living with the discomfort of complex challenges, uncertain futures and eco-anxiety. This paradigm shift towards a posthumanist perspective views humans as embedded within, rather than separated from, the natural world. In making this transition, students may benefit from an understanding of systems thinking and an appreciation of multiple ways of knowing, which have been identified as threshold concepts for a new kind of ecological awareness. Furthermore, research suggests that nurturing a cognitive form of human–nature connectedness may support those young people experiencing eco-anxiety. This chapter explores the theoretical basis for arts-based pedagogical practices, which seek to bring about this different way of teaching and learning. Specific practices of Systems Thinking Games and Reciprocal Teaching are reviewed and connected with behavioural changes which support planetary health. Further research and discussion are required to understand the role of higher education institutions in addressing eco-anxiety and supporting the future lives of young people.