Universidad de Ciego de Ávila Máximo Gómez Báez
|
ISSN: 2309-8333
|
RNPS: 2411
|12(2) |2024|
Este es un artículo Open Access bajo la licencia CC BY-NC-SA 4.0 (https://creativecommons.org/licenses/by-nc-sa/4.0/)
Estrategia y Gestión Universitaria EGU
Review article
Cómo citar:
Campos, J., Navas, S., &
Arias, F. (2024). Acquiring crucial
competencies for sustainability:
preparing for the green transition.
Estrategia y Gestión Universitaria,
12(2), e8570.
https://doi.org/10.5281/zenodo.1311
9622
Recibido: 09/05/2024
Aceptado: 06/08/2024
Publicado: 12/08/2024
Autor para correspondencia:
francisco.arias@unev.edu.hn
Conflicto de intereses:
los autores
declaran no tener ningún conflicto de
intereses, que puedan haber influido en
los resultados obtenidos o las
interpretaciones propuestas
.
Acquiring crucial competencies for
sustainability: preparing for the green
transition
Adquiriendo competencias cruciales
para la sostenibilidad: preparándose
para la transición verde
Adquirindo competências cruciais para a
sustentabilidade: preparandose para a
transição verde
Abstract
Introduction: life skills are fundamental for the success of any
individual, whether in the workplace or social sphere.
Objective: to analyze what these skills are, based on the most
recognized definition, which emphasizes the need for
emerging skills such as digital and soft skills, as well as their
relevance for personal competitiveness, especially in the
context of the digitized society in which we live.
Methodology:
this work was carried out by analyzing various sources of
information on the Internet about the topic of vital skills, focusing
on the new skills necessary for competitiveness within the green
economy revolution towards which the planet is heading.
Results:
the low acquisition of these skills by graduates is also
highlighted.
Conclusion:
this preliminary analysis leads to the
exploration of other skills, some less known or mentioned, that
could help us adapt to the growing environmental pressure we
face, caused by the rampant pollution of land, seas, and air
generated by our consumption and production practices. In our
opinion, these will be the truly crucial skills for life in the coming
decades.
Keywords:
skills, digitalization, adaptation, sustainability
Resumen
Introducción: las competencias para la vida son
fundamentales para el éxito de cualquier individuo, ya sea en
el ámbito laboral o social. Objetivo: analizar cuáles son esas
competencias, basándose en la definición más reconocida,
que subraya la necesidad de competencias emergentes como
las digitales o las blandas, así como en su relevancia para la
competitividad personal, especialmente en el contexto de la
sociedad digitalizada en la que vivimos. Metodología: este
trabajo se realizó analizando diversas fuentes de información
en Internet sobre el tema de las competencias vitales,
centrándose en las nuevas competencias necesarias para la
competitividad dentro de la revolución de la economía verde
hacia la que se orienta el planeta.
Jorge Campos
1
Universidad FUNDEPOS
https://orcid.org/0000-0003-0467-6190
jcampos@fundepos.ac.cr
Costa Rica
Sergio Navas
2
Universidad FUNDEPOS
https://orcid.org/0009-0002-6377-4575
snavas@fundepos.ac.cr
Costa Rica
Francisco Arias
3
Instituto Universitario de Educación
Virtual (UNEV)
https://orcid.org/0000-0002-4483-1741
francisco.arias@unev.edu.hn
Honduras
Estrategia y Gestión Universitaria
|
ISSN
: 2309-8333
|
RNPS:
2411
12(2) | Julio-Diciembre |2024|
| Jorge Campos | Sergio Navas |
Francisco Arias |
Resultados:
también se destaca la escasa adquisición de estas competencias por
parte de los graduados.
Conclusión:
este análisis preliminar conduce a la
exploración de otras competencias, algunas menos conocidas o menos
mencionadas, que podrían ayudarnos a adaptarnos a la creciente presión
ambiental que enfrentamos, causada por la desenfrenada contaminación de
tierras, mares y aire generada por nuestras prácticas de consumo y producción.
A nuestro parecer, estas serán las competencias verdaderamente cruciales para
la vida en las décadas venideras.
Palabras clave:
competencias, digitalización, adaptación, sostenibilidad
Resumo
Introdução: as competências para a vida são fundamentais para o sucesso de
qualquer indivíduo, seja no âmbito laboral ou social. Objetivo: analisar quais são
essas competências, baseando-se na definição mais reconhecida, que destaca a
necessidade de competências emergentes como as digitais ou as interpessoais,
bem como sua relevância para a competitividade pessoal, especialmente no
contexto da sociedade digitalizada em que vivemos. Metodologia: este trabalho
foi realizado analisando diversas fontes de informação na Internet sobre o tema
das competências vitais, concentrando-se nas novas competências necessárias
para a competitividade dentro da revolução da economia verde para a qual o
planeta está se orientando. Resultados: também se destaca a baixa aquisição
dessas competências por parte dos graduados. Conclusão: esta análise preliminar
leva à exploração de outras competências, algumas menos conhecidas ou
mencionadas, que poderiam nos ajudar a nos adaptar à crescente pressão
ambiental que enfrentamos, causada pela desenfreada poluição de terras, mares
e ar gerada por nossas práticas de consumo e produção. A nosso ver, essas serão
as competências verdadeiramente cruciais para a vida nas próximas décadas.
Palavras-chave:
competências, digitalização, adaptação, sustentabilidade
| Jorge Campos | Sergio Navas |
Francisco Arias |
e8570
Introduction
Competencies are essential for a person to be successful in managing their
life in general, including family, friendships, work, or business. They involve our
understanding of the environment and how we respond to the stimuli we receive.
Evidently, they are based on our preparation and experience. The use of these
competencies, or rather which ones prove to be more important than others (Magano
et al., 2020; García-Pérez et al., 2021; Presti et al., 2022; Chavarría, 2023), will
depend on that multidimensional environment that we need to read correctly to
respond appropriately, adapt, and be resilient.
An Eskimo will require specific competencies in various areas that allow
them to survive in their environment (e.g., identifying types of ice, traveling by sled,
seal hunting, building igloos), which are not the same as those required by a member
of an Amazonian tribe. However, there are many commonalities regarding
environmental awareness, such as identifying problems, assessing risks, seeking
solutions, finding opportunities, making decisions, collaborating, and adapting
(Sagone et al., 2020; Singla et al., 2020).
Today, there is a strong emphasis on soft skills as a success factor for both
individuals and companies. Alvarez-Meaza et al., (2020) It describes it as follows,
these personal and social competencies facilitate human relationships and enable
success in any area of life, including the workplace. These skills are related to
emotional intelligence, critical thinking, leadership, resilience, or change
management, being fundamental for professional development and business growth.
The same Iberdrola article highlights a very relevant point based on a 2021
IBM study involving 5,800 executives from 50 countries. Josh Bersin points out the
difficulty of finding people with soft skills, as more than 45% of human resources
directors claim that university graduates possess the necessary digital skills but lack
those focused on problemsolving, teamwork, or leadership.
This is important to bear in mind, as we will mention it later in the context
of this analysis, which aims to demonstrate that we are not correctly interpreting
our environment when defining new competencies for life.
1.1 Current Definition of Life Competencies
We will use some examples of how these competencies are defined (and
interpreted), which are universally presented—and this is always emphasized—as
indispensable for success and competitiveness (personal or business).
The Ministry of Education of Costa Rica (2023) states that competencies are:
“The knowledge, skills, and attitudes necessary to successfully face the challenges
posed by daily life, inviting us to reformulate life projects.”
It also indicates that competencies will be integrated into teacher planning
because:
“…competencies promote the understanding, expression, and
interpretation of concepts, thoughts, feelings, facts, and opinions,
allowing students to interact beneficially in all possible contexts
throughout life, through selfknowledge, taking action, making
| Jorge Campos | Sergio Navas |
Francisco Arias |
e8570
decisions, and the active and proactive construction of citizenship.
Additionally, values are reinforced, and intellectual curiosity,
inquiry, rigorous reasoning, scientific culture in students, and the
educational use of digital technologies are stimulated” (p.2).
This is outlined in the “Competency Guide” of the Ministry of Education for
2023, which teachers will use to foster the development of these competencies and
enrich pedagogical mediation, according to the document. In a later section, the
document refers to sustainable development and mentions elements of
environmental management.
The global development and education organization IREX (2023), present in
more than 100 countries, considers that essential skills contribute to business and
workforce success, civic participation, resilience, and youth leadership. It mentions
the following: higherorder thinking, collaboration, positive selfconcept,
adaptability, interdisciplinarity, resilience, entrepreneurial thinking,
communication, empathy, inclusion, and learning to learn (Lambert, 2023).
Chavarría (2023), in an article on “Life Skills,” mentions that “each person
will potentially have a different list of skills they consider essential in life and those
they consider unnecessary.” It references a 1999 publication where the World Health
Organization identified six key areas of life skills: communication and interpersonal
skills; decisionmaking and problemsolving; creative thinking and critical thinking;
selfawareness and empathy; assertiveness and equanimity, or selfcontrol; resilience
and the ability to cope with problems.
There are many more definitions of competencies or life skills provided by
various companies offering training in their development, blogs, international
organizations, and state entities, all revolving around the same concepts (González-
Salamanca et al., 2020; Pierce et al., 2017). For instance, the OECD emphasizes that
people with high levels of competency have better jobs and salaries. It also stresses
that “competencies are also fundamental to people’s ability to participate fully in
society and its cohesion” (Škrinjarić, 2022).
The competencies established by the organization Indeed (2023) are
particularly noteworthy, as they align more closely with the theme explored in this
article (Schiuma et al., 2022). They consider survival skills important, as they can
help ensure personal safety, recommending learning to: prepare for a major crisis,
including necessary supplies; create and store an emergency water supply; use a
defibrillator and perform CPR, first aid, and the Heimlich maneuver on adults,
children, and infants; start a fire with and without matches; and use a portable
generator (Umamah et al., 2020).
Nutritional skills are also mentioned, such as learning ways to ensure
adequate hydration, understanding basic nutritional information, recognizing and
debunking nutritional myths, and knowing which ingredients to eliminate from your
diet (Almeida et al., 2021).
There is no doubt that the more diverse a person’s skillset, the greater their
| Jorge Campos | Sergio Navas |
Francisco Arias |
e8570
capacity for adaptation and resilience in the face of changing environmental factors.
However, these competencies must adapt to new realities, meaning the list of
essential skills will likely evolve, and new competencies may become necessary (Ellis
et al., 2022).
Sánchez (2023) mentions six factors that will transform the future labor
market: 1 Extreme longevity, 2 the emergence of intelligent systems and machines,
3 a digital future, 4 new media, 5 the creation of superstructure organizations, and
6 an interconnected and hyperconnected world. He also refers to 10 competencies
that will transform the labor market:
Adaptability: Facing changes. Companies increasingly value the flexibility of
their employees in dealing with changes or unforeseen events and providing solutions
quickly and effectively.
Learning: The willingness for continuous learning is a highly valued
competency and is closely linked to competitiveness.
Collaboration: Creating team spirit, sharing, collaborating, and
helping others in a coordinated manner to achieve common goals.
Communication: Building effective and honest relationships;
conveying information smoothly, clearly, and truthfully, while also
actively and empathetically listening.
Creativity: The ability to generate different ideas, perspectives, and
solutions to create new products or services, improve existing areas,
and develop new methodologies or business models.
Information Management: The ability to collect, filter, and classify
information to discern what is relevant from what is not; organizing
data.
Emotional Intelligence: The ability to connect with others, express
and manage emotions, and understand those of others; collaborating
and building positive relationships.
Loyalty: Commitment and loyalty to the culture and objectives of
the organization, seeking the common good above personal
interests. This depends on the moral quality and values of the
employees, but also on how the company treats them as individuals.
Motivation: Maintaining a positive attitude at work. Feeling
stimulated by an activity both to start it and to see it through to
completion.
Responsibility: The ability to take control of activities and oversee a
project from start to finish, managing each part of the process. It
also involves being able to respond to outcomes, whether positive or
negative, and to admit possible mistakes.
While we consider these six factors as drivers for developing or
acquiring new competencies, a seventh factor that already
represents a global transformative force and will be even more
| Jorge Campos | Sergio Navas |
Francisco Arias |
e8570
impactful in the coming decades needs to be added: the global
environmental situation.
The environmental conditions we have experienced in recent decades which
led to defining the Millennium Development Goals in 2000, the Paris Agreement
adopted at COP21 in 2015, the approval of the 2030 Agenda for Sustainable
Development by 193 UN member states in 2015, as well as various other COPs (25,
26, 27, 28) continue to change and deteriorate (Shulla et al., 2020). This reality
compels the public and private sectors worldwide to accelerate the technological
transition towards innovative actions that can halt and reverse accumulated impacts
and identify adaptation strategies (Anderson et al., 2022).
This technological transition must go hand in hand with the ecological
transition, as pointed out by the European Union through the European Green Deal:
“These may seem like two different issues, but they are actually twin challenges,
neither of which can succeed without the other, and both are equally important for
Europe’s future” (Eckert & Kovalevska, 2021).
It concludesthis section by referring to what Skillsyouneed (ibid.) states:
“…perhaps the most important life skill is the ability and willingness to learn,” since
we consider this to be the essence of developing future skills, especially those that
allow us to adapt to a rapidly changing climate, widespread environmental
degradation, and unsustainable production and consumption habits in a finite world,
with farreaching implications for growth, poverty, inequality, and fiscal stability
(Cavallo et al., 2023).
Methodology
This work was conducted by analyzing various webbased sources of
information on the topic of life competencias (Grazziotin et al., 2022), focusing on
the new competencies necessary for competitiveness within the green economy
revolution towards which the planet is oriented (Aldieri & Vinci, 2018). This shift
aims to compensate for and reduce the rapid environmental deterioration we have
reached. The process of information gathering, analysis, trend identification,
integration, results, and conclusions began in November 2023 and extended until
May 2024.
Given that the work aims to identify what we term new competencies in
response to current and future environmental conditions (Brundiers et al., 2021),
many of the search criteria centered on keywords such as: life competencies, new
life competencies, global environmental situation, green revolution, climate change,
global warming, future job competitiveness, and future employability trends, among
others.
An intensive review of documents, reports, or publications from journals,
organizations such as the ILO, National Geographic, IBERDROLA, the European
Commission, and peerreviewed journals was conducted. In some cases, information
published in opinion articles or by companies offering consultancy on competencies,
which we deemed relevant, was incorporated into the analysis following discussions
| Jorge Campos | Sergio Navas |
Francisco Arias |
e8570
among the authors, filtering content and relevance based on our experience.
This is a qualitative, interdisciplinary, and interuniversity research project,
incorporating elements from various disciplines such as business administration and
human talent management, focusing on competencies, as well as natural sciences,
in aspects related to environmental conditions. It emphasizes global issues like
atmospheric pollution and climate change, from the perspective of the expected
negative impacts on human activities. This qualitative approach allows for an
indepth exploration of the necessary competencies in the face of environmental
challenges. It also incorporates concepts of sustainability and alternative economic
development such as the green economy and the opportunities it will offer through
new jobs and the new competencies needed to secure them.
A qualitative approach was utilized because, in the authors’ opinion, there
is sufficient documentary material from reliable sources (e.g., UN, IPCC, OECD) to
understand the global environmental situation, especially the historical context.
Evidently, conducting empirical research was beyond our academic, economic, and
time resources. The welldocumented qualitative approach we undertook is robust
enough to present the nature of the problem we identified (White & Cooper, 2022),
as well as to provide a sufficiently detailed and referenced analysis, representing a
new and valuable contribution to the areas of knowledge we explored.
This research is based on documentary information sourced from the internet
and filtered according to the combined experience of the authors in business and
natural sciences, ensuring the use of reliable information to develop the central
argument (Tight, 2019). The competencies for life deemed indispensable today,
related to soft or digital skills, are insufficient to prepare future professionals who
will operate in a world with demands beyond these skills. Copyright and academic
integrity have been respected by properly citing all sources.
With a substantial body of evidence regarding the current and future
environmental situation, welldocumented by international organizations and the
scientific community, the foundation of the argument is established. It posits that
these environmental conditions are the trigger and determinant for acquiring new
competencies. Especially since there is limited information available on this topic
and the authors are unaware of any specific contributions on it, making it an aspect
that urgently needs to be associated with competencies for future competitiveness
and employability.
The inherent limitations of a study that is primarily qualitative and based on
documentary sources include subjective interpretation and the limited availability
of specific studies on the topic. Although this allows for a solid and innovative
analysis, it does not offer the potential new insights that could be gained from
research employing other qualitative tools such as surveys or interviews, which
would generate data and support the central argument and conclusions of the work.
An empirical investigation using surveys or interviews with companies to
determine how they value the need for these new competencies, as well as with
their current employees to measure their knowledge and adoption of the topic, and
with recent university graduates to assess their understanding of the green economy
and the current and future job opportunities it offers, would represent a significant
| Jorge Campos | Sergio Navas |
Francisco Arias |
e8570
contribution that advances knowledge and addresses the issues qualitatively
discussed in this work.
Results and Discussion
Interconnectivity, Climate Change, Biodiversity, and Mitigation Actions
It took a long time, longer than would have been convenient for us humans
and other living organisms in the biosphere, to understand that planet Earth is one
entity with very complex processes and equally complex interactions. These range
from the microscopic level, as seen in the relationships among the millions of
organisms that inhabit the soil and are responsible for maintaining its fertility (fungi,
bacteria, invertebrates, protozoa), to the macro processes of landwateratmosphere
interactions (Rueda, 2024).
For a long time, we studied the Earth, the ocean, and the atmosphere as
discrete systems, without understanding them as an indivisible whole that operates
through a delicate balance of forces and exchanges. This balance produces the
environmental conditions we are accustomed to, which represent our “comfort
zone.” Under these conditions, we have developed and grown to become the most
successful species on the planet, understanding success as our ability to adapt to,
live in, and transform almost any place on Earth.
This development accelerated with the industrial revolution, where the use
of mechanized processes allowed for the rapid growth of goods production,
accompanied by increasingly strong and precise knowledge of science and
technology. Today, we are debating the role that artificial intelligence can play in
the framework of continuous human development (Smink, 2023).
While this can be interpreted as a success story due to the growth of the
human race and all the systems and processes we have invented, it has been based
on a linear economy completely dependent on finite natural resources and
generating excess waste (solid, liquid, and gaseous). This “success,” often measured
by countries’ GDP, came at the cost of serious environmental transformations,
deforestation of terrestrialcoastal ecosystems, and pollution of freshwater and
marine ecosystems. These changes have led to the disappearance of hundreds of
species from all kingdoms of nature (Rodríguez, 2023).
The mistaken belief that we could “manage” planetary systems as individual
units resulted from a lack of understanding of the delicate interactions mentioned
earlier, especially the mega connections between ocean and atmosphere.
Science has long been aware of these interactions, from the existence of
biogeochemical cycles to the understanding of the water cycle dating back to the
17th century (Steffen et al., 2020). A report from the United Nations Environment
Programme (2010) reinforces the concern about this lack of understanding:
“It will be necessary to monitor the changing state of ecosystems, deepen
| Jorge Campos | Sergio Navas |
Francisco Arias |
e8570
our understanding of the biological underpinnings of ecosystem services, and develop
new tools and techniques to maintain and restore the biological and social resilience
of systems, building on the foundations of ecosystems that have been radically
altered over the past fifty years.”
What may have taken even longer was realizing, and demonstrating, our
capacity to affect these cycles and alter the stability of terrestrial ecosystems due
to the production and consumption systems we have practiced. Today, we know that
we have exceeded some of the planetary boundaries and tipping points of terrestrial
and marine ecosystems (UN, 2023) and that some vital ecosystems have been pushed
beyond their point of no return, such as the loss of the world’s coral reefs (United
Nations, 2019). However, the resilience of natural systems can be surprising in their
capacity to adapt, as found by Dr. Julia Baum in her research on coral recovery
during prolonged heatwaves (Claar et al., 2020).
We were forcibly taught and demonstrated the vital interconnectedness
between terrestrial ecosystems and became aware of how much we have impacted
them. Additionally, we realized that when a large dynamic system suffers a
significant destabilizing impact, such as the melting of polar ice caps; or the
atmosphere’s capacity to absorb and exchange greenhouse gases (GHGs) with the
oceans and land without altering the planet’s temperature beyond habitable limits;
or changes in land use in the vast forested areas that once existed on the planet
some of which still persist but are heavily affected it is expected that the effects of
these changes will be of the same magnitude, or even greater, compared to the
impact caused. If the impact is large, the expected effects on humans and the biota
in general, complicating our situation even further, will be of equal or greater
magnitude (Riggio et al., 2020).
These will manifest as major changes in natural and hydrometeorological
processes, such as voracious and gigantic fires, megahurricanes, and tropical storms,
floods and landslides, or persistent droughts and the advancement of desertification
over large land areas. While these changes alter the planet only temporarily on a
geological scale, they can radically transform the flora and fauna that currently
inhabit it, potentially leading to mass extinctions of species. This poses the greatest
current threat to humans and our continued existence on Earth. This is a fact, but a
large percentage of the global population has yet to grasp it, which means they do
not perceive the high risk to our species’ food security (Kaczan & Orgill-Meyer, 2020).
Among the factors mentioned earlier, changes in land use are responsible for
the majority of GHG emissions that affect the climate, known as climate change,
and concurrently, the loss of biodiversity. The effects of both are the highestrisk
factors for human activity.
Until recently, climate change and biodiversity loss were analyzed as
separate processes, but today it is accepted that they are completely
interconnected. Climate change negatively impacts biodiversity, and the loss of
biodiversity exacerbates climate instability, so they must be analyzed, understood,
and managed together as they mutually reinforce each other (Metayer et al., 2022).
A study by TRACE X Technologies (2023) on biodiversity and climate change
concludes that biodiversity is an essential component of climate action. By
| Jorge Campos | Sergio Navas |
Francisco Arias |
e8570
conserving and restoring ecosystems, promoting sustainable agriculture, and
supporting ecotourism, we help preserve biodiversity, reduce the impacts of climate
change, and maintain the natural reserves required by future generations (Trew &
Maclean, 2021).
Some measures that can make significant positive contributions to protecting
biodiversity and mitigating climate change, as mentioned in the report, include:
Stopping the loss and degradation of carbon and speciesrich ecosystems on
land and in the ocean, especially forests, wetlands, peatlands, grasslands, and
savannas; coastal ecosystems such as mangroves, salt marshes, kelp forests, and
seagrass meadows; as well as blue carbon habitats in deep and polar waters.
Restoring carbon and speciesrich ecosystems since restoration is one of the
cheapest and fastest naturebased climate mitigation measures to implement. This
provides muchneeded habitat for plants and animals, thereby enhancing biodiversity
resilience to climate change, with numerous other benefits such as flood regulation,
coastal protection, water quality improvement, soil erosion reduction, and ensuring
pollination (Osuri et al., 2020).
Enhancing sustainable agricultural and forestry practices to improve climate
adaptation capacity, enhance biodiversity, increase carbon storage, and reduce
emissions. These include measures such as diversifying planted forest and crop
species, agroforestry, and agroecology.
Improving and better directing conservation actions, coordinated and
supported by strong climate adaptation and innovation. Currently, protected areas
account for about 15% of the land and 7.5% of the ocean. However, global needs for
effectively protected and conserved areas to ensure a habitable climate,
selfsufficient biodiversity, and good quality of life range between 30% and 50% of all
oceanic and terrestrial surfaces.
Eliminating subsidies that support local and national activities harmful to
biodiversity, such as deforestation, overfertilization, and overfishing.
Conversely, actions to avoid include (Talukder et al., 2022):
Planting bioenergy crops in monocultures over large areas of land.
Planting trees in ecosystems that have not historically been forests
and reforesting with monocultures, especially with exotic tree
species.
Increasing irrigation capacity.
An Ocean and Climate report (2021) provides examples of oceanbased
initiatives using the best available science, developed to safeguard biodiversity while
mitigating and/or adapting to the effects of climate change, categorized into four
major areas:
Protecting and restoring coastal and marine ecosystems.
Promoting research, development of scientific approaches, and
innovation.
| Jorge Campos | Sergio Navas |
Francisco Arias |
e8570
Enhancing the transition towards lowcarbon societies, territories,
and economies.
Education, awareness, and advocacy.
The transition to lowcarbon economies
Although for many experts this transition to decarbonize the world is not
progressing at the necessary speed to avoid surpassing a 2°C increase in global earth
temperature by 2030, there is a global effort in innovation for the development of
clean energies (Linnenluecke et al., 2019).
The almost exponential increase in the manufacturing of electric vehicles
(Geronikolos and Potoglou 2021) has driven electromobility in many parts of the
world, in some cases due to “mandatory” decisions such as that of the European
Union to eliminate the use of internal combustion vehicles by 2030 (Kalghatgi 2022),
and in others by countries strongly committed to decarbonizing their economy, such
as China (Li et al. 2022).
The availability of photovoltaic panels at increasingly lower prices has led to
solar electricity production becoming competitive with fossil fuelbased electricity
such as coal and petroleum derivatives (Mehrjerdi and Rakhshani 2019). The
transition to the use of renewable energies such as solar and wind has accelerated
substantially, to the point that renewable energies generated a record 30% of global
electricity in 2023, and it is believed that: “With the record construction of solar
and wind energy in 2023, a new era of declining fossil fuel generation is imminent
and 2023 is likely to have been the turning point, marking the peak of emissions in
the energy sector (Breyer, 2021).
Likewise, advances in the use of green hydrogen for transportation vehicles
such as cars, buses, and ships are increasing (Oliveira, Beswick, and Yan 2021),
adding to the positive effect of clean energies by reducing GHG emissions.
Furthermore, progress in the design and decision to use stateoftheart nuclear plants
(Zhiznin, Timokhov, and Gusev 2020), which considerably reduce the risks of
environmental catastrophes like those presented by earlier ones, also contribute to
this transition away from the use of fossil fuels and dirty energy sources.
The sum of all the aforementioned actions undoubtedly represents a
significant advancement towards substantial reduction in GHG production, which
unfortunately is not anticipated to decelerate as soon as necessary. However, it is
clear that a global movement towards a new model of green economy is underway,
although, regrettably, fossil fuelbased energy is still being used and is likely to
remain the primary source of energy production worldwide for several decades
(Zhang et al., 2022).
This movement towards lowcarbon economies and towards strengthening the
circular economy in substitution of the prevailing linear economy undoubtedly offers
a wide range of opportunities to meet the needs that will arise to enhance those
models, where new professional and labor competencies will be necessary (Sadiq et
al., 2022).
The International Labour Organization (ILO, 2019) confirms that
environmental degradation, loss of biodiversity, desertification, sea level rise, and
| Jorge Campos | Sergio Navas |
Francisco Arias |
e8570
changes in climate patterns affect how we live, including how we work and earn
(Rangaswamy et al., 2023).
Therefore, it promoted a study to understand the implications of
transitioning to lowcarbon and resourceefficient economies for competencies,
gender, and occupations, taking into account elements such as:
The magnitude of the need for professional retraining and capacity
enhancement to leverage employment potential in the transition
towards environmental sustainability (the “ecological transition”).
Changes in occupations, skill shortages, and qualifications
mismatches to meet the demand for the ecological transition.
Specific needs of vulnerable and disadvantaged groups to adapt to
change, and effective policy measures to increase productivity and
support a just transition.
Below, we list the main results of that study, as they represent the central
theme of this analysis and confirm our position that new life skills must change in
response to the also changing global landscape towards more decarbonized or green
economies. This, in turn, is a wakeup call to higher and technical education sectors,
which should anticipate what those new competencies are and how to develop the
necessary training actions to seize the new opportunities that will arise, especially
in the job market.
The following results from that ILO study provide an overview of the
anticipated changes and what we need to prepare for to take advantage of these
new circumstances (Silva, 2022):
Twothirds of the analyzed countries recognize in their NDCs the
importance of capacity development and literacy on climate change,
but less than 40% of global NDCs include training plans to support
their implementation, and more than 20% do not plan any activities
related to human capital.
The ecological transition could create millions of jobs but would
require significant investments in professional retraining.
In the transition towards energy sustainability by 2030, nearly 25
million jobs will be created, and almost 7 million will be lost
worldwide. Of these, 5 million can be reclaimed through workforce
reallocation, meaning 5 million workers who lose their jobs due to
contraction in specific industries can find employment in the same
occupation in another industry within the same country.
This means that between 1 and 2 million workers are likely to be in
occupations where jobs will be lost without equivalent vacancies
emerging in other industries, and they will need to be retrained in
other occupations. It also means that massive investment will be
needed to train workers in the skills required for nearly 20 million
new jobs.
| Jorge Campos | Sergio Navas |
Francisco Arias |
e8570
On the path to a circular economy, a net total of between 7 and 8
million new jobs will be created by 2030, compared to a
businessasusual scenario. Expanding these estimates shows that in
the circular economy scenario, nearly 78 million jobs will be
created, and almost 71 million will be eliminated.
Of the workers whose jobs are eliminated, a large proportion
amounting to nearly 49 million will find vacancies in the same
occupation in other industries within the same country, i.e., through
reallocation. As for the rest, nearly 29 million jobs will be created
without reallocation, and just under 22 million will be eliminated
without vacancies opening in the same occupation in other
industries.
Only 2% of global jobs are at risk of disruption, but creating over 100
million new jobs is contingent on training, both in the energy
sustainability and circular economy scenarios.
The transition towards environmentally sustainable and inclusive
economies and societies cannot take place if the skills demanded by
the new jobs are not available in the current labor market.
Therefore, the transition is conditioned on investment in training to
develop skills that respond to new needs and avoid skill mismatches.
Futureoriented qualification strategies are needed to train young
people and retrain the current workforce to meet the skill needs of
the new jobs generated in the transition process in expanding
sectors.
The changing environment, policies and regulations, green
technology and innovation, green productivity, and green markets
are stimulating the demand for skills for green jobs, both directly
and indirectly through supply chains.
Green technologies continue to advance, linked to the growth of
consumer markets for ecofriendly products and services in
highincome countries and increasingly in lowincome countries as
technologies become more affordable and efficient, and due to
technological diffusion through global trade and investment, as well
as increasing awareness of vulnerability to climate change issues and
the need to adopt adaptation measures.
The delayed understanding that planet Earth is an indivisible entity with
complex processes and relationships has led to a significant delay in our ability to
effectively address environmental challenges. The interconnectedness of terrestrial,
oceanic, and atmospheric systems has been ignored for a long time, resulting in
fragmented management of these systems and severe environmental consequences.
Industrialization and economic growth have been made possible by a linear economy
dependent on finite natural resources, generating waste and causing deforestation
and ecosystem pollution, which has led to the extinction of numerous species.
Historically, climate change and biodiversity loss have been treated as
| Jorge Campos | Sergio Navas |
Francisco Arias |
e8570
separate problems, but now it is understood that they are completely
interconnected. Climate change negatively affects biodiversity, and biodiversity loss
exacerbates climate instability. Conservation and restoration of ecosystems are
essential components of climate action, providing necessary habitats for plants and
animals and improving ecosystem resilience.
Proposed mitigation actions, such as stopping the loss and degradation of
carbon- and species-rich ecosystems, restoring ecosystems, and promoting
sustainable agricultural and forestry practices, are essential for reducing greenhouse
gas emissions and protecting biodiversity. These measures not only contribute to
climate change mitigation but also to flood regulation, coastal protection, and water
quality improvement.
Despite the fact that the transition to low-carbon economies is not
progressing at the speed necessary to avoid a 2°C increase in global temperature by
2030, there are significant efforts in the innovation and development of clean
energy, such as the manufacturing of electric vehicles, solar and wind energy, and
the use of green hydrogen. This transition is crucial for reducing dependence on
fossil fuels and moving towards a green economy.
The transition to low-carbon economies and the circular economy will
generate significant changes in the labor market, creating millions of new jobs and
eliminating others. Professional training and skill development will be essential to
take advantage of new job opportunities and ensure a just transition. Future-
oriented qualification strategies are needed to train young people and retrain the
current workforce.
This analysis highlights the urgent need to understand and manage the
interconnectedness between climate change and biodiversity loss. Nature-based
mitigation actions and the transition to low-carbon economies are crucial to
addressing these challenges. Additionally, investment in training and skill
development is fundamental to ensure the workforce is prepared for new
opportunities in a green economy. Integrated understanding and action are essential
to securing a sustainable future for the planet and its inhabitants.
Conclusions
An individual endowed with broad competencies exhibits exceptional
adaptability to various environments and emerging challenges, particularly in the
realms of work, personal, and social life. It is imperative to cultivate skills in diverse
areas, with digital competencies and soft skills being particularly prominent today.
However, with the growing relevance of the green economy, new competencies
demand our attention.
Findings from the IBERDROLA study underscore the difficulty in finding
individuals with soft skills, specifically those focused on problemsolving, teamwork,
and leadership. These deficiencies not only apply to current skills but also extend to
the competencies needed to address the green transition we are experiencing, which
will gain momentum in the years to come and drive the clean economy forward.
| Jorge Campos | Sergio Navas |
Francisco Arias |
e8570
The world faces an important challenge that urges us to accelerate
transformation to adapt to new circumstances. Changes on our planet are occurring
at an unprecedented pace, compelling us to seek innovative and sustainable
solutions at that same speed or faster. The green transition emerges as a means to
gain valuable time and confront imminent crises.
In this scenario, a dynamic is shaping where there will be winners and losers.
Therefore, governmental entities, both at central and local levels, must employ
forwardlooking intelligence to identify the risks and opportunities that will arise in
this context.
It is incumbent upon academic and technical institutions to incorporate into
their agendas the new competencies necessary to meet the demands of this "new
world." From a regional perspective, it is essential to recognize the diversity in the
vulnerability and adaptability of different regions to the challenges of climate
change and environmental degradation. The applicability of these competencies will
depend on each region's ability to integrate them into their educational and
workforce training systems, taking into account local cultural, human, and
socioeconomic characteristics.
In conclusion, success in implementing new competencies to address a
climate change environment requires a regionalized approach and comprehensive
collaboration among governments, businesses, and society. Continuous education
and adaptive workplace training are essential for tackling significant challenges in
the coming decades that are constantly evolving.
References
Aldieri, L., & Vinci, C. P. (2018). Green Economy and Sustainable Development: The
Economic Impact of Innovation on Employment. Sustainability, 10(10), 3541.
https://doi.org/10.3390/su10103541
Almeida, C., Azevedo, J., Gregório, M. J., Barros, R., Severo, M., & Padrão, P.
(2021). Parental practices, preferences, skills and attitudes on food
consumption of pre-school children: Results from Nutriscience Project. PLOS
ONE, 16(5), e0251620. https://doi.org/10.1371/journal.pone.0251620
Alvarez-Meaza, I., Pikatza-Gorrotxategi, N., & Rio-Belver, R. M. (2020). Sustainable
Business Model Based on Open Innovation: Case Study of Iberdrola.
Sustainability, 12(24), 10645. https://doi.org/10.3390/su122410645
Anderson, C. C., Denich, M., Warchold, A., Kropp, J. P., & Pradhan, P. (2022). A
systems model of SDG target influence on the 2030 Agenda for Sustainable
Development. Sustainability Science, 17(4), 1459–1472.
https://doi.org/10.1007/s11625-021-01040-8
Breyer, C. (2021). Low-cost solar power enables a sustainable energy industry
system. Proceedings of the National Academy of Sciences, 118(49).
https://doi.org/10.1073/pnas.2116940118
Brundiers, K., Barth, M., Cebrián, G., Cohen, M., Diaz, L., Doucette-Remington, S.,
| Jorge Campos | Sergio Navas |
Francisco Arias |
e8570
Dripps, W., Habron, G., Harré, N., Jarchow, M., Losch, K., Michel, J.,
Mochizuki, Y., Rieckmann, M., Parnell, R., Walker, P., & Zint, M. (2021). Key
competencies in sustainability in higher education—toward an agreed-upon
reference framework. Sustainability Science, 16(1), 13–29.
https://doi.org/10.1007/s11625-020-00838-2
Cavallo, E., Hoffmann, B., & Noy, I. (2023). Disasters and Climate Change in Latin
America and the Caribbean: An Introduction to the Special Issue. Economics
of Disasters and Climate Change, 7(2), 135–145.
https://doi.org/10.1007/s41885-023-00132-2
Chavarría, E. F. (2023). Del enfoque por competencias a las competencias para la
vida y el trabajo. Revista Académica SIC, 2(2), 9–14.
https://revsicfundepos.org/index.php/revistasic/article/view/34
Claar, D. C., Starko, S., Tietjen, K. L., Epstein, H. E., Cunning, R., Cobb, K. M.,
Baker, A. C., Gates, R. D., & Baum, J. K. (2020). Dynamic symbioses reveal
pathways to coral survival through prolonged heatwaves. Nature
Communications, 11(1), 6097. https://doi.org/10.1038/s41467-020-19169-y
Eckert, E., & Kovalevska, O. (2021). Sustainability in the European Union: Analyzing
the Discourse of the European Green Deal. Journal of Risk and Financial
Management, 14(2), 80. https://doi.org/10.3390/jrfm14020080
Ellis, B. J., Abrams, L. S., Masten, A. S., Sternberg, R. J., Tottenham, N., &
Frankenhuis, W. E. (2022). Hidden talents in harsh environments.
Development and Psychopathology, 34(1), 95–113.
https://doi.org/10.1017/S0954579420000887
García-Pérez, L., García-Garnica, M., & Olmedo-Moreno, E. M. (2021). Skills for a
working future: How to bring about professional success from the
educational setting. Education sciences, 11(1), 27.
https://doi.org/10.3390/educsci11010027
Geronikolos, I., & Potoglou, D. (2021). An exploration of electriccar mobility in
Greece: stakeholders’ perspective. Case Studies on Transport Policy, 9(2),
906–912. https://doi.org/10.1016/j.cstp.2021.04.010
González-Salamanca, J. C., Agudelo, O. L., & Salinas, J. (2020). Key Competences,
Education for Sustainable Development and Strategies for the Development
of 21st Century Skills. A Systematic Literature Review. Sustainability,
12(24), 10366. https://doi.org/10.3390/su122410366
Grazziotin, L. S., Klaus, V., & Pereira, A. P. M. (2022). Documentary historical
analysis and bibliographic research: study subjects and methodology. Pro-
Posições, 33. https://doi.org/10.1590/1980-6248-2020-0141en
Kaczan, D. J., & Orgill-Meyer, J. (2020). The impact of climate change on migration:
a synthesis of recent empirical insights. Climatic Change, 158(3–4), 281–300.
https://doi.org/10.1007/s10584-019-02560-0
Kalghatgi, G. (2022). Is it the end of combustion and engine combustion research?
Should it be? Transportation Engineering, 10, 100142.
| Jorge Campos | Sergio Navas |
Francisco Arias |
e8570
https://doi.org/10.1016/j.treng.2022.100142
Lambert, D. (2023). Soft Skills Don’t Have To Be Hard: Embedding Soft Skills
Instruction in Moroccan Secondary Schools. Journal of Educational Research
and Practice, 13(1). https://doi.org/10.5590/JERAP.2023.13.1.25
Li, K., Tan, X., Yan, Y., Jiang, D., & Qi, S. (2022). Directing energy transition toward
decarbonization: The China story. Energy, 261, 124934.
https://doi.org/10.1016/j.energy.2022.124934
Linnenluecke, M. K., Han, J., Pan, Z., & Smith, T. (2019). How markets will drive
the transition to a low carbon economy. Economic Modelling, 77, 42–54.
https://doi.org/10.1016/j.econmod.2018.07.010
Magano, J., Silva, C., Figueiredo, C., Vitória, A., Nogueira, T., & Pimenta Dinis, M.
A. (2020). Generation Z: Fitting project management soft skills
competencies—A mixed-method approach. Education sciences, 10(7), 187.
https://doi.org/10.3390/educsci10070187
Mehrjerdi, H., & Rakhshani, E. (2019). Vehicletogrid technology for cost reduction
and uncertainty management integrated with solar power. Journal of
Cleaner Production, 229, 463–469.
https://doi.org/10.1016/j.jclepro.2019.05.023
Metayer, S., Postic, S., & Kessler, L. (2022). Jointly tackling the climate crisis and
social issues. Revue de l’OFCE, N° 176(1), 87–119.
https://doi.org/10.3917/reof.176.0087
Ministerio de Educación Pública. 2023. Guía de Competencias. Conceptos Generales
y Trabajo metodológico para el curso lectivo 2023.
https://ddc.mep.go.cr/sites/all/files/ddc_mep_go_cr/adjuntos/guia_de_c
ompetencias_orientaciones_generales_v2_14.02.pdf
Naciones Unidas. 2019. Noticias ONU. Cambio climático y medio ambiente. Estamos
hirviendo vivos los arrecifes de coral.
https://news.un.org/es/story/2019/01/1449332
Oliveira, A. M., Beswick, R. R., & Yan, Y. (2021). A green hydrogen economy for a
renewable energy society. Current Opinion in Chemical Engineering, 33,
100701. https://doi.org/10.1016/j.coche.2021.100701
ONU. 2023. ONU alerta sobre seis “puntos de inflexión” para el planeta.
https://www.dw.com>onualertaso
Osuri, A. M., Gopal, A., Raman, T. R. S., DeFries, R., Cook-Patton, S. C., & Naeem,
S. (2020). Greater stability of carbon capture in species-rich natural forests
compared to species-poor plantations. Environmental Research Letters,
15(3), 034011. https://doi.org/10.1088/1748-9326/ab5f75
Pierce, S., Gould, D., & Camiré, M. (2017). Definition and model of life skills
transfer. International Review of Sport and Exercise Psychology, 10(1), 186–
211. https://doi.org/10.1080/1750984X.2016.1199727
Presti, A. L., Capone, V., Aversano, A., & Akkermans, J. (2022). Career
competencies and career success: On the roles of employability activities
| Jorge Campos | Sergio Navas |
Francisco Arias |
e8570
and academic satisfaction during the school-to-work transition. Journal of
Career Development, 49(1), 107-125.
https://doi.org/10.1177/0894845321992536
Programa de las Naciones Unidas para el medio Ambiente. 2010. Avances y progresos
científicos en nuestro cambiante medio ambiente.
https://www.uncclearn.org/wpcontent/uploads/library/unep132_spn_0_0.
pdf
Qin, Y., Xu, Z., Wang, X., & Skare, M. (2024). Artificial Intelligence and Economic
Development: An Evolutionary Investigation and Systematic Review. Journal
of the Knowledge Economy, 15(1), 1736–1770.
https://doi.org/10.1007/s13132-023-01183-2
Rangaswamy, E., Leon, C. K., & Joy, G. V. (2023). Reflections on a Green Economy
with Reference to Green Skills for Green Jobs. In Sustainable Boardrooms,
71–82. https://doi.org/10.1007/978-981-99-4837-6_4
Riggio, J., Baillie, J. E. M., Brumby, S., Ellis, E., Kennedy, C. M., Oakleaf, J. R.,
Tait, A., Tepe, T., Theobald, D. M., Venter, O., Watson, J. E. M., &
Jacobson, A. P. (2020). Global human influence maps reveal clear
opportunities in conserving Earth’s remaining intact terrestrial ecosystems.
Global Change Biology, 26(8), 4344–4356.
https://doi.org/10.1111/gcb.15109
Rueda, J. (2024). Genetic enhancement, human extinction, and the best interests
of posthumanity. Bioethics, 38(6), 529–538.
https://doi.org/10.1111/bioe.13085
Sadiq, M., Amayri, M. A., Paramaiah, C., Mai, N. H., Ngo, T. Q., & Phan, T. T. H.
(2022). How green finance and financial development promote green
economic growth: deployment of clean energy sources in South Asia.
Environmental Science and Pollution Research, 29(43), 65521–65534.
https://doi.org/10.1007/s11356022199479
Sagone, E., De Caroli, M. E., Falanga, R., & Indiana, M. L. (2020). Resilience and
perceived self-efficacy in life skills from early to late adolescence.
International Journal of Adolescence and Youth, 25(1), 882–890.
https://doi.org/10.1080/02673843.2020.1771599
Schiuma, G., Schettini, E., Santarsiero, F., & Carlucci, D. (2022). The transformative
leadership compass: six competencies for digital transformation
entrepreneurship. International Journal of Entrepreneurial Behavior &
Research, 28(5), 1273–1291. https://doi.org/10.1108/IJEBR-01-2021-0087
Shulla, K., Filho, W. L., Lardjane, S., Sommer, J. H., & Borgemeister, C. (2020).
Sustainable development education in the context of the 2030 Agenda for
sustainable development. International Journal of Sustainable Development
& World Ecology, 27(5), 458–468.
https://doi.org/10.1080/13504509.2020.1721378
Silva, V. (2022). The ILO and the future of work: The politics of global labour policy.
| Jorge Campos | Sergio Navas |
Francisco Arias |
e8570
Global Social Policy, 22(2), 341–358.
https://doi.org/10.1177/14680181211004853
Singla, D. R., Waqas, A., Hamdani, S. U., Suleman, N., Zafar, S. W., Zill-e-Huma,
Saeed, K., Servili, C., & Rahman, A. (2020). Implementation and
effectiveness of adolescent life skills programs in low- and middle-income
countries: A critical review and meta-analysis. Behaviour Research and
Therapy, 130, 103402. https://doi.org/10.1016/j.brat.2019.04.010
Škrinjarić, B. (2022). Competence-based approaches in organizational and individual
context. Humanities and Social Sciences Communications, 9(1), 28.
https://doi.org/10.1057/s41599-022-01047-1
Steffen, W., Richardson, K., Rockström, J., Schellnhuber, H. J., Dube, O. P.,
Dutreuil, S., Lenton, T. M., & Lubchenco, J. (2020). Author Correction: The
emergence and evolution of Earth System Science. Nature Reviews Earth &
Environment, 1(10), 554–554. https://doi.org/10.1038/s43017-020-0100-8
Talukder, B., Ganguli, N., Matthew, R., VanLoon, G. W., Hipel, K. W., & Orbinski, J.
(2022). Climate change-accelerated ocean biodiversity loss &
associated planetary health impacts. The Journal of Climate Change and
Health, 6, 100114. https://doi.org/10.1016/j.joclim.2022.100114
Tight, M. (2019). Documentary Research in the Social Sciences. SAGE Publications
Ltd. https://doi.org/10.4135/9781529716559
Trew, B. T., & Maclean, I. M. D. (2021). Vulnerability of global biodiversity hotspots
to climate change. Global Ecology and Biogeography, 30(4), 768–783.
https://doi.org/10.1111/geb.13272
Umamah, N., Sumardi, Marjono, & Hartono, F. P. (2020). Teacher Perspective:
Innovative, Adaptive, and Responsive Instructional Design Aimed at Life
Skills. IOP Conference Series: Earth and Environmental Science, 485(1),
012083. https://doi.org/10.1088/1755-1315/485/1/012083
White, R. E., & Cooper, K. (2022). Qualitative Research in the Post-Modern Era.
Springer International Publishing.
https://doi.org/10.1007/978-3-030-
85124-8
Zhang, L., Xu, M., Chen, H., Li, Y., & Chen, S. (2022). Globalization, Green Economy
and Environmental Challenges: State of the Art Review for Practical
Implications. Frontiers in Environmental Science, 10.
https://doi.org/10.3389/fenvs.2022.870271
Zhiznin, S. Z., Timokhov, V. M., & Gusev, A. L. (2020). Economic aspects of nuclear
and hydrogen energy in the world and Russia. International Journal of
Hydrogen Energy, 45(56), 31353–31366.
https://doi.org/10.1016/j.ijhydene.2020.08.260
| Jorge Campos | Sergio Navas |
Francisco Arias |
About the author Main
Jorge Campos completed his undergraduate studies at the University of Oregon, USA.
He is a Biologist graduated from the University of Costa Rica, with a Master's degree
in Oceanography from the
University of Rhode Island, USA. He has been a researcher
at the Center for Research in Marine Sciences and Limnology of the School of Biology,
as well as a Professor and full professor at the University of Costa Rica as a member
of the Graduate Studies Sy
stem. He has taught courses in Sustainable Development
and Tropical Ecology at VERITAS University. He has served as a consultant in
environmental impact studies, resource management, and sustainable development
for the IDB, NGOs, and the Ministry of Justic
e and Peace of Costa Rica. He was a
member of the Board of Directors and president of the Costa Rican Institute of
Fisheries and Aquaculture. Currently, he is a Professor and researcher in
Sustainability initiatives and the Innovation and Associative Entre
preneurship
Program of the Institute of Professional Development and Research, as well as the
general coordinator of the International Studies Program at FUNDEPOS University.
Declaration of author responsibility
Jorge Campos
1: Conceptualization, Data Curation, Formal Analysis, Research,
Methodology, Resources, Software, Supervision, Validation/Verification,
Visualization, Writing/original draft, and Writing, review and editing.
Sergio Navas
2: Supervision, Validation/Verification, Visualization, Writing/original
draft, and Writing, review and editing.
Francisco Arias
3:
Methodology, Resources, software, Supervision,
Validation/Verification, Visualization, Writing/original draft, and Writing, review
and editing.
Financing:
This research was carried out using our own resources.
