In the face of unprecedented environmental challenges, the role of education has never been more critical. While awareness of climate change has grown across societies, the depth of understanding around its causes and potential solutions remains uneven. 71% of adults in G20 countries support immediate action on climate change. Yet, while the urgency is recognised, fewer individuals express a sense of personal responsibility for mitigating the climate crisis or engage in sustainable actions that could make a difference. Education systems hold the key to transforming this situation. By fostering deeper comprehension of interrelated social and environmental issues and their solutions, schools, universities, and vocational training programmes can help shape a generation more equipped to tackle climate challenges head-on.
The need for tailored educational strategies is clear when we examine the lifecycle perspective. As this report shows, environmental interest dips in adolescence, only to rise again in early adulthood. This decline during secondary education suggests that sustainability education is often too fragmented and repetitive to engage young people. Adolescents, who are ready for complex and systemic understandings of global issues, are not being adequately challenged by current sustainability curricula. To counter this, we must develop more integrated and engaging educational frameworks that align with their developmental needs, providing them with the tools to understand and act on the complexities of climate change.
For adults, recent graduates seem better informed about human contributions to climate change, possibly due to their exposure to more robust sustainability content during their schooling. However, socioeconomic factors, such as job sector and economic vulnerability, also play a significant role in shaping one’s understanding of climate issues. In fact, while those from more advantaged backgrounds report higher levels of climate concern and engagement, their carbon footprints are often larger than those of less affluent groups. This paradox underscores the need for educational strategies that promote not just awareness, but meaningful behavioural change across all social strata.
Looking to the future, the green transition is set to reshape the global labour market. As countries strive towards net-zero emissions, some sectors will shrink while others will grow, creating demand for new skills and competencies. Already, high-skill green jobs are offering attractive employment options, but these are mostly concentrated in urban areas and require advanced qualifications. By contrast, low-skill green jobs, often in rural areas, tend to be insecure and poorly paid, making them less appealing to lower-educated workers. Without proactive policy intervention, the green transition risks exacerbating existing inequalities.
Vocational education and training (VET) and higher education must take centre stage in addressing these challenges. The current pace of upskilling and reskilling is woefully inadequate, with only 40% of adults across OECD countries participating in formal or non-formal learning for job-related purposes. Workers in high-emission industries and vulnerable sectors are training significantly less than others, heightening their risk of being left behind in the green economy. Policymakers must ensure that reskilling and upskilling opportunities are both accessible and relevant, with a focus on those most vulnerable to economic displacement.
It is encouraging to see that many countries are beginning to prioritise sustainability within their education and training agendas. However, the reality is that only half of OECD education ministries currently identify greener and fairer societies as a policy focus for post-secondary education. More attention needs to be paid to vocational and tertiary levels, particularly in aligning curricula with the demands of a rapidly greening economy.
The path forward is clear. Education systems must be designed not only to impart knowledge but also to equip learners with the skills necessary to adapt to and drive the green transition. This requires collaboration between educational institutions, governments, and industries to ensure that skills provision is strategically aligned with both regional needs and national priorities. Upskilling and reskilling must be made a policy priority, ensuring that the most vulnerable workers are not left behind in the rush towards sustainability.
As the climate crisis continues to unfold, it is essential that education and training systems evolve to meet the moment. The solutions are within reach, but they require an integrated, lifecycle approach to sustainability education, combined with policies that promote equitable access to skills development. In doing so, we can create a future where all individuals, regardless of their background or location, are empowered to contribute to a sustainable and resilient global economy.
Andreas Schleicher Director for the Directorate for Education and Skills and Special Advisor on Education Policy to the Secretary General