The green education and training architecture for the green economy
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Elsevier
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Purpose: In this study, the effects of education and training are discussed within the framework of human capital and social factors, which are the main pillars of realizing the green economy. In connection with the sustainable development goals (SDG), different education and training practices will be examined, and a green learning model will be proposed that will create a resource for the green economy to contribute to the policy development process to support the SDG. Need for the study: Globally, institutions and all businesses try to stay relevant to the ever-changing skills and employment transformation process. The education and training systems should be reviewed for existing practices and new needs and should be expanded to transform individuals and society into more systemic efforts toward SDG. It is a fact that technical and vocational skills remain critical in a green economy. This may require a major revision of university programs in the context of green economy learning and cultural paths. Methodology: The green economy is discussed in the literature mainly based on nine principles, namely “sustainability,” “justice,” “dignity,” “green environment,” “inclusion,” “good governance” and “accountability,” “efficiency” and “sufficiency,” and “intergenerational fairness.” In this study, the current situation is determined in terms of what needs to be done in green education and training. Accordingly, what can be done more within the framework of global action plans and what the transformation needs in green education and training are explained. Findings: It is stated that the new green education and training approach should be developed with an approach that will serve and support the green economy model. The contributions of this green education and training approach are discussed based on case studies. Specifically, examples and case studies from the UN PRIME platform, which can be considered a good practice for higher education institutions, are presented. Practical implications: Sustainability is the ethical and primary responsibility of both individuals and humanity. With this sense of responsibility, it may be possible to transform the education and training system and accelerate the achievement of SDG. In this respect, it is necessary to identify the demand for a restructured curriculum and strengthened environmental education and training in response to the need for a transition from a link to SDG 4 advocating lifelong learning to a green economy. Harmonizing environmental education to match green skills can provide more opportunities for education and green entrepreneurship for disadvantaged groups to increase social welfare. This also contributes to SDG 10 by reducing inequality. Social implications: Additionally, green education is of critical importance to coordinate investments in jobs and skills that are a condition for succeeding in green jobs in developing countries. Green economics is an interdisciplinary field. It has a high level of complexity as it gives and receives knowledge from many fields. In this respect, it is necessary to structure human capital as the basic element of development in a way that considers the advancements of the green economy. © 2025 Elsevier Inc. All rights reserved.
Açıklama
Anahtar Kelimeler
environment-economy accounting framework, green economy, green learning and training, green skills, responsible education, Sustainable development, UN PRME
