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Interview findings from twenty participants describe how jobs change, how adults build and use green skills, and which drivers and blockers shape adoption. Evidence is presented through vignettes reflecting supply and demand in the emerging green economy, highlighting motivations such as business case, environmental beliefs, and wellbeing, alongside barriers like initial capital costs and financial inconsistencies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/developing-and-using-green-skills-for-the-transition-to-a-low-carbon-economy-article/592472/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/developing-and-using-green-skills-for-the-transition-to-a-low-carbon-economy-article/592472.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about green skills in the transition to a low carbon economy?","Question",{"text":112,"@type":113},"It investigates stakeholder perceptions of how jobs are changing, how adult learners develop and use green skills, and the key drivers and blockers affecting that development and use.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the research evidence presented?",{"text":117,"@type":113},"Findings come from interviews with twenty participants and are presented as vignettes showing perspectives across supply and demand within the emerging green economy.",{"name":119,"@type":110,"acceptedAnswer":120},"What motivations and blockers are identified for developing and deploying green skills?",{"text":121,"@type":113},"Motivations include making a favourable business case, environmental beliefs about conserving finite resources, and health and wellbeing reasons. 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Current projections show that within this transition, new jobs will be created, some eliminated and most others subjected to change. This article reports findings from interviews with a selection of twenty participants who are involved in the formation and/or deployment of green skills. The participants were asked about their perceptions of (1) how jobs are changing in the transition to a green economy (2) how are adult learners developing and using green skills, and (3) what are some of the main drivers and blockers to the development and use of green skills. The data arepresented as vignettes from various positions of supply and demand within the emerging green economy. The findings of this study report that the organisations and the training providers are motivated to develop and/or deploy green jobs and green skills for a range of different reasons. These include the making of a favourable business case, environmental beliefs about conserving the finite resources of the planet and, for health and wellbeing reasons. Some blockers that have been identified are the initial capital outlay for any changes, and the need to address some inconsistencies that arise over time in the financial arrangements when trying to work  \nDeveloping and using green skills for the transition to a low carbon economy 183  \nout the business case. This has led the designers and contractors working in renewable energy to call for a level playing field with those who provide and utilise finite resources and non-renewable energy. Overall transition to a low carbon and green economy is shown to be supported and occurring with some limited success. However there is a need for further larger scale research into this area of skill formation and deployment.  \nKeywords: Skills for sustainability, green skills, low carbon economy, green jobs, education for sustainability  \nIntroduction  \nThe evidential basis for climate change has been well summarised by the Intergovernmental Panel on Climate Change (IPCC 2007 & 2013), with social scientists like Giddens (2011), Lever-Tracey (2011) and Baer (2013), providing analysis and discussion of the politics. One of the main strategies advocated for in the debates around mitigation of climate change is to drastically reduce Greenhouse Gas Emissions by transitioning to a low carbon economy. This transition has substantial implications for adult learning in contemporary society. This study reports on stakeholder perceptions ofthe development and deployment of green skills and greener jobs as they are arising across Victoria, Australia, in the context of transitioning to a low carbon economy.  \nAligning with the bigger picture of transition to a low carbon economy is the argument for the introduction of a green economy. This is explained as consisting of greener jobs and green jobs utilise green skills. Green jobs are consistently described in the literature as having two components. First they are decent, fair and meaningful jobs, and second, they are jobs which reduce negative environmental impact. Subsequently, green jobs are defined by the International Labour Organisation (ILO) as jobs that ‘help reduce negative environmental impact ultimately leading to environmentally, economically and socially sustainable enterprises and economies. More precisely green jobs are decent jobs that,(1) Reduce consumption of energy and raw materials; (2) Limit greenhouse gas emissions; (3) Minimize waste and pollution; and (4) Protect and restore ecosystems,(2012: 1) .  \n184 Mike Brown  \nHatfield-Dodds, Turner, Schandl & Doss (2008) report that there are significant gaps in our knowledge and that there is a distinct lack of evidence around sk","cbCaihvCiyf2uMOp","https://ap.wps.com/l/cbCaihvCiyf2uMOp","pdf",615647,22,"English","# Introduction\n# Setting the scene","[{\"question\":\"What does the study investigate about green skills in the transition to a low carbon economy?\",\"answer\":\"It investigates stakeholder perceptions of how jobs are changing, how adult learners develop and use green skills, and the key drivers and blockers affecting that development and use.\"},{\"question\":\"How is the research evidence presented?\",\"answer\":\"Findings come from interviews with twenty participants and are presented as vignettes showing perspectives across supply and demand within the emerging green economy.\"},{\"question\":\"What motivations and blockers are identified for developing and deploying green skills?\",\"answer\":\"Motivations include making a favourable business case, environmental beliefs about conserving finite resources, and health and wellbeing reasons. Blockers include initial capital outlay for changes and inconsistencies over time in financial arrangements.\"}]","Developing and using green skills for the transition to a low carbon economy - Article | PDF",1792074653,55]