Contextualizing green skills and competencies in climate education in Bangladesh and the Global South

As the impacts of climate change intensify, the urgency of a green transition has gained global attention. The anticipation of this shift, and the ongoing efforts to transform the existing jobs into green jobs is now pivotal in shaping future workforce, demanding both current and future workers to be equipped with new and relevant competencies. Yet, global frameworks for climate change education and green skills are often broadly defined, leaving out contextualization of local realities, climate vulnerabilities, and labor market dynamics, particularly in the Global South. This study explores the green skills demand in Bangladesh by engaging four stakeholder groups: development sector, private sector, academics and students. Using Kwauk and Casey’s (2021) Green Skills Framework as an analytical lens, strong demand for technical competencies such as renewable energy, waste management, and data analysis, alongside green life skills including communication, leadership, and problem-solving were identified. However, transformative skills, such as systems thinking, and cultural sensitivity received less emphasis, and are seldom integrated into climate change curricula, despite being crucial for green transitions. Combining technical skills with green life skills and skills for a green transformation can support competent workforce, enhance employability for green jobs, and strengthen climate resilience. More broadly, such approaches are essential to reducing the North-South divide in green skills development, ensuring that green transitions are both effective and inclusive.