Green Competences: Empowering Future Generation with Socioecological and Educational tools for Sustainable Jobs

The European Union has undertaken a significant initiative through its Green Deal Plan to confront the pressing issues of Climate change and Environmental degradation, recognizing their implications for Europe and the global community. This endeavor necessitates a fundamental shift in the prevailing economic paradigm and a heightened focus on fostering a culture of environmental Sustainability within the European Union. As part of this endeavor, the EU has identified a set of Sustainability competencies that are integral to developing educational and training programs. This multifaceted approach seeks to cultivate knowledge, skills, and attitudes over a lifetime, fostering a critical perspective on prevailing economic models, which are inherently tied to the depletion of natural resources and lifestyle choices. The concept of Green Competence, emerging from these competencies, underscores the dual responsibilities of prioritizing Earth's well-being and addressing global population concerns. This study aims to investigate the notion of green competence and its potential integration into university programs by bridging the domains of human and social sciences with STEM disciplines. This research commences with a review of the literature on competencies and skills within sustainability education, lifelong learning, and climate education. Subsequently, the study constructs a robust framework comprising intersectional, interdisciplinary, and trans- disciplinary tools applicable within any university context. Within this framework, four key fields of interest emerge: a) Sustainable values and awareness: This dimension emphasizes the cultivation of values and heightened awareness of sustainability principles. b) Complexity in Sustainability: Acknowledging the intricate nature of sustainability challenges, this facet seeks to equip individuals with the tools to navigate and address complex sustainability issues. c) Critical Thinking: Developing critical thinking skills is fundamental in assessing and responding to sustainability-related problems. d) Responsibility and Action for Sustainability: This component underscores the imperative of taking responsibility for Sustainability and translating this awareness into meaningful actions. This research underscores the need for socio- ecological and educational tools that empower universities to play a pivotal role in ushering in a sustainable future. By integrating Human and Social Sciences into STEM disciplines, we can comprehensively address the multifaceted challenges of climate change and environmental degradation across all facets of society. Furthermore, it calls for additional research to facilitate the transition toward Sustainability across all scientific disciplines.