In recent years, the topic of green transitions has attracted considerable attention. Notably, these transitions are often framed as a skills issue, reflecting perceived gaps in the technical skills required for green technologies. Moreover, skills are frequently presented as central to ensuring that green transitions are socially just. Since the 2010s, international organisations have played a leading role in shaping the green skills debate, with their policy literature exerting significant influence, particularly in the Global South. 

However, the global debate lacks conceptual clarity. The term ‘green skills’ encompasses a wide range of meanings. From the perspective of the Global South, additional questions emerge. What do green transitions imply for informal economies and subsistence agriculture? What does it mean, in such contexts, to ensure a just transition? What role can vocational and technical education (VET) systems play and what do they need to meet these expectations? 

This paper seeks to address part of this gap by analysing green skills publications produced by international organisations, with a particular focus on the Global South. It examines the underlying conceptualisations of green skills and green transitions.

DOI: https://doi.org/10.60637/2026-wp82