ABSTRACT
The changing nature of the world of work characterised by a gradual shift in requirements towards non-routine skills can only be developed within a particular context and should be based on a particular worldview. For example, problem-solving and ideation can be applied to the development of a new technology such as the efficient cutting of wood or for the development of a new technology that will reduce carbon emissions. The difference in application depends on the way the world is understood and the individual’s role in it.
Currently, at the international level, a desirable worldview is conceptualised by 17 sustainable development goals (SDGs) that prioritise future-oriented developments and bring together the environmental, social and economic aspects of people’s lives. The realisation of many of these goals depends on green economic restructuring that aims to attain low carbon developments. Discussions about economic development are often associated with identifying the skills needed for such development – an anthropocentric view. In order to realise a green economy agenda, however, means acknowledging the importance of values as well as skills. The chapter examines the types of values that should be explicitly addressed through education to enable the development of green economies. It considers the role of skills in relation to values among other moderating factors that provide the conditions for transforming values into actions/behaviour.
