A green skills framework for climate action, climate empowerment, and climate justice

As governments move in earnest toward a green economy, few countries are considering education policy that can facilitate the development of green skills for such transitions. Where policy discussions are happening, green skills are often conflated with science, technology, engineering, and math (STEM) skills, with little attention to the breadth of green skills needed to achieve climate justice. We present a green skills framework to help support policy stakeholders imagine a continuum of green skills for a just transition.This article applies a critical feminist lens to understand how green skills have been conceptualised across the gender and adolescence, greening and sustainability, and education fields. It also integrates the perspectives of stakeholders from climate, education, and gender-focused multilateral, government, and non-governmental organisations working on green skills.

Suggested citation:

Kwauk, C. and Casey, O. (2022) 'A green skills framework for climate action, climate empowerment, and climate justice.' Development Policy Review. (https://doi.org/10.1111/dpr.12624)