ALIGNING GREEN JOBS AND YOUTH EDUCATION IN THE CONTEXT OF CLIMATE CHANGE: EVIDENCE FROM UZBEKISTAN
Keywords:
climate change, green jobs, youth education, sustainable development, environmental governance, green economy, ecological awarenessAbstract
Climate change is profoundly transforming economic structures, labour markets, and education systems, particularly in young and rapidly developing countries such as Uzbekistan. While the global transition to a “green economy” suggests the potential for the creation of a large number of new jobs, the realization of this potential depends on the timely development of “green” skills and the ability of education systems to adapt to new labour-market demands. This article analyses the interconnections between climate change, green jobs, and youth education, with particular attention to Uzbekistan’s legal, strategic, and institutional context. Green competencies are not yet adequately embedded in educational standards, and empirical data on green jobs and youth labour-market outcomes remain limited. The article concludes by proposing policy measures to ensure an inclusive and youth-centred green transition in Uzbekistan, including a national green skills framework, the integration of climate and sustainability issues into education, stronger youth participation, and improved monitoring and data-collection systems.
Downloads
References
Abduramanov, A. (2021). “Green economy” as a factor in achieving sustainable development in the new Uzbekistan. Economics and Education, 5(3), 45–53.
Akinsemolu, A. A., & Onyeaka, H. (2021). Green skills and green capabilities for sustainable development: A systematic review. Environmental Science & Policy, 120, 15–27.
Albertz, A., & Pilz, M. (2025a). Green skills at Industrial Training Institutes in India: An exploratory study of VET teachers’ subjective theories. International Journal of Educational Development, 118.
Albertz, A., & Pilz, M. (2025b). Green skills in vocational education: VET teachers’ subjective theories in India. International Journal of Educational Development, 118, 103406.
Bluedorn, J., Hansen, N.-J., Noureldin, D., Shibata, I., & Tavares, M. M. (2023). Transitioning to a greener labor market: Cross-country evidence from microdata. Energy Economics, 126, 106836. https://doi.org/10.1016/j.eneco.2023.106836
Bowen, A., Kuralbaeva, K., & Tipoe, E. L. (2018). Characterising green employment: The impacts of low-carbon transitions on occupational structures. Energy Economics, 72, 263–275.
Business-Education Integration Working Group. (2021). Business curricula and sustainability competencies: Preparing corporate sustainability professionals. Journal of Business Ethics Education, 18, 45–68.
Chaoyue, Z., Li, S., & Zhang, H. (2024). Inclusive green innovation and opportunities for disadvantaged groups in green transitions. Technological Forecasting and Social Change, 198, 122012.
Consoli, D., Marin, G., Marzucchi, A., & Vona, F. (2016). Do green jobs differ from non-green jobs in terms of skills and human capital? Research Policy, 45(5), 1046–1060.
Dong, X., Li, M., & Wang, S. (2022). Sustainability education and green human capital formation: Evidence from G20 countries. Sustainable Production and Consumption, 30, 945–958.
Droubi, L. (2023). Reframing education for sustainable development for a just transition: Integrating climate mitigation and social justice. Journal of Cleaner Production, 389, 136–152.
Gasparini, A., Mazzanti, M., & Bertinelli, L. (2021). Key occupations for the energy transition: A task-based approach to mapping green skills. Energy Economics, 104, 105–122.
Global literature review on statistical visibility of green jobs. (2020). Labor Market Insights, 9(2), 77–102.
Hafner, M., Jones, T., & Anger, A. (2020). Employment impacts of climate policies: A macro-micro synthesis. Energy Economics, 89, 104798.
Ibrahim, R., & Oke, A. (2022). Decent work in green sectors: A review of working conditions in emerging green industries. International Journal of Human Resource Management, 33(12), 2365–2387.
Irarrazaval, I., & Weller, J. (2023). The complex geography of green jobs: Local spillovers, inequality, and temporary employment effects. World Development, 163, 106138.
Kahyaoglu, S. B. (2025). Integrating environmental education with green-skills frameworks: Opportunities for disadvantaged groups and green entrepreneurship. Sustainability, 17(6), 2732.
Keller, T. (2024). Impact of climate-education pilots. Environmental Education Research, 30(1), 55–74.
Jafri, M., et al. (2025). Green education and training systems. Journal of Environmental Education, 56(2), 199–220.
Lehmann, M. (2023). Transformative sustainability education for adults: Critical thinking, problem solving and green skills across the life course. Journal of Cleaner Production, 405, 136–147.
Lusambili, A., Nyokabi, S., Waswa, M., & Njoroge, M. (2023). Youth perspectives and participation in climate policy processes in climate-vulnerable regions. World Development, 167, 106265.
Morana, C., Sforza, A., & Vona, F. (2022). Employment effects of climate-mitigation policies across European labour markets. Energy Policy, 168, 113101.
Ojala, M., & Lakew, Y. (2023). Teaching climate change in the Anthropocene: Beyond cognitive learning. Environmental Education Research, 29(7), 975–992.
Ortega-Quevedo, M. (2021). Children’s climate questions and competence: National ESD policy effects. Environmental Education Research, 27(9), 1234–1252.
President of the Republic of Uzbekistan. (2019, October 4). On approval of the Strategy for the transition of the Republic of Uzbekistan to a “green” economy for 2019–2030 (Resolution No. RP-4477). Lex.uz. https://lex.uz/docs/-4539502
Republic of Uzbekistan. (2016, September 14). On the state youth policy (Law No. LRU-406). Lex.uz. https://lex.uz/en/docs/6821867
Republic of Uzbekistan. (2023). Constitution of the Republic of Uzbekistan. Lex.uz. https://lex.uz/docs/-6445145
Salladarré, F., & Atkinson, G. (2017). Green skills: A conceptual and empirical review. Ecological Economics, 140, 251–260.
Shepardson, D. P., Roychoudhury, A., Hirsch, A. S., & Nagel, M. C. (2017). Students’ ideas about climate change: A review of the literature. International Journal of Science Education, 39(14), 1846–1872.
Spada, F., Leoni, V., & Nicolli, F. (2023). Mapping sustainability competences: A methodological comparison of EU Taxonomy and ESCO frameworks. Journal of Cleaner Production, 421, 138421.
Strachan, S., Greig, A., & Jones, A. (2022). Going green post COVID‑19: Employer perspectives on skills needs. Local Economy, 37(6), 481–506.
Sulich, A., Rutkowska, M., & Popławski, Ł. (2020). Determinants of youth interest in green careers: Labour-market prospects, personal values and career-guidance systems. Sustainability, 12(18), 7430.
Sulich, A., Sołoducho-Pelc, L., & Ferasso, M. (2021). Future of work from the perspective of green jobs: A bibliometric overview. Sustainability, 13(16), 9229.
Suryawan, I. K., Wulandari, C., & Sujarwo, W. (2022). Youth readiness for the green–blue labour market: Competence development and structural barriers. Ocean & Coastal Management, 223, 106161.
Tang, K. H. D. (2022). Climate change education in higher education: A behavioural model for designing effective learning. Environmental Education Research, 28(5), 657–674.
Thomaes, S. C. E., Grapsas, S., van de Wetering, J., Spitzer, J. E., & Poorthuis, A. M. G. (2023). Green teens: Understanding and promoting adolescents’ sustainable engagement. One Earth, 6(4), 352–361.
Trevisan, L., Bianchi, M., & Gaspar, R. (2024). Skills for the circular economy: Gaps in digital and automation competencies in higher education. Resources, Conservation & Recycling, 197, 107243.
United Nations Population Fund. (2021). Demographic profile of Central Asia: Regional population review. UNFPA.
Vona, F., Marin, G., Consoli, D., & Popp, D. (2018). The skill content of green jobs. Journal of the Association of Environmental and Resource Economists, 5(4), 713–753.
Winkler, H., & Dubash, N. (2021). Just transition and sustainable development: Implications for green jobs. Climate Policy, 21(3), 273–289.
