Responsibility of Developing ‘Green Skills’ to Drive the Sustainability Agenda for a Better Future

The drive to creating ‘Greener Economies’ has gained significant momentum in recent times, due to the devastating adverse effects of ‘climate change’ being experienced by all nations within the last decade. A challenge to the Green movement, however, is the growth trajectory of the world economy, which is expected to double its current size by 2050 (‌PricewaterhouseCoopers n.d; Galloway, 2020). Transitioning to Green business practices will require rapid modifications to business operations, under the scrutiny of regulatory requirements so that businesses become resource-efficient and low-carbon generating. Simultaneously, the incoming wave of dramatic changes in macro-environmental factors related to ‘sustainable growth’ inevitably pressurises businesses to strengthen their resources to stay compliant with regulations while remaining competitive in the market. The situation makes running ‘sustainable economies’ non-negotiable, forcing influential governments such as that of the UK to pledge to become ‘Uncarbonized by 2050’ (Burnett et al., 2024; Climate Change Committee, 2025) and to focus on integrating all elements of the economy to be compliant with the UN’s Sustainable Development Goals- SDGs (United Nations, 2015). Such initiatives demand rapid transformations driven by human resources that are well equipped with ‘Green Skills’.

A publication released by PricewaterhouseCoopers (PricewaterhouseCoopers, 2024), suggests that ‘Green Skills’ can no longer considered a ‘future need’ as the number of ‘Green Jobs’ advertised in the UK increased in 2024 by 23,000, in comparison to what it was in 2023. Moreover, the report further enlightened the ‘ripple effect’ that the ‘Green Jobs’ have on the wider job market by revealing how 27 new jobs were created on average in response to 10 ‘Green Jobs’ in the economy.

While acknowledging the ambiguity, the United Nations (Arthur, 2022) identifies ‘Green Skills’ as the set of competencies including ‘knowledge, abilities, values and attitudes needed to live in, develop and support a sustainable and resource-efficient society’. These skills can be either technical or transformative.

The key question to consider at this point is whether the UK job market is equipped with sufficient human resources that possess ‘Green Skills’ to cater to the incoming demands. If not, where does the responsibility lie for the development of ‘Green Skills’ amongst those coming into the job market?

Whilst accepting that constraints such as restrictions on entry of foreign workers into the labour market, the loss of workers through retirement, and stubbornly high unemployment levels, the UK Government (Simmonds and Lally, 2024; UK Parliament, 2025) recognises the special role of higher education as an important route to build ‘Green Skills’ in ‘fresh talent’. The responsibility further extends to developing talent to take on senior roles, as further education, while informing and encouraging young people to gain and spread ‘climate literacy’ across their communities.

The London School of Management Education (LSME), as a signatory to the United Nations Principles for Responsible Management Education (PRME), is deeply committed to cultivating future leaders who are not only business-savvy but also socially conscious and equipped with practical knowledge of sustainability, the Sustainable Development Goals (SDGs), environmental protection, and climate change. This commitment ensures that our graduates emerge with the essential ‘green skills’ needed to drive sustainable development in their future careers.

As a well-accredited institution in higher education, LSME systematically integrates these values and competencies into every stage of the student journey. From enrolment to graduation, our academic programmes are intentionally designed to nurture critical thinking, ethical leadership, and a deep understanding of global sustainability challenges. Students at all levels are guided by experienced staff within a learning environment that encourages innovation, responsibility, and proactive engagement with green economic principles.

Teaching and learning at LSME go well beyond traditional instruction. Our lesson plans typically incorporate mandatory discussions on sustainability and climate action, ensuring that awareness of the SDGs is embedded in the curriculum. Students are regularly encouraged to explore sustainability-related topics through assignments, presentations, and collaborative projects, reinforcing their role as future change-makers in business and society.

Moreover, LSME demonstrates our commitment to sustainability through our operations. By actively recycling waste materials, implementing energy-efficient practices, and striving to conserve natural resources, we commit to our campus operations reflecting the values we teach and share with stakeholders at all levels.

Quality higher education serves as a powerful catalyst for empowerment, responsible decision-making, and innovation. By equipping students with green skills and a strong ethical foundation, LSME plays a vital role in shaping future leaders who will be confident in guiding organisations and communities toward a more sustainable and resilient future.

Arthur, C. (2022): What are green skills? UNIDO. [Online] www.unido.org. Available at: https://www.unido.org/stories/what-are-green-skills.

Burnett, N., Stewart, I., Hinson, S., Tyers, R., Hutton, G. and Malik, X. (2024): The UK’s Plans and Progress to Reach Net Zero by 2050. [Online] House of Commons Library. Available at: https://commonslibrary.parliament.uk/research-briefings/cbp-9888/.

Climate Change Committee (2025): The Seventh Carbon Budget – Climate Change Committee. [Online] Climate Change Committee. Available at: https://www.theccc.org.uk/publication/the-seventh-carbon-budget/.

‌Galloway, L. (2020): Five superpowers ruling the world in 2050 [online] Bbc.co.uk. Available at: https://www.bbc.co.uk/travel/article/20200322-five-superpowers-ruling-the-world-in-2050.

‌London School of Management Education (n.d.): Home. [Online] Available at: https://lsme.ac.uk/  [Accessed 18 Jun. 2025].

London School of Management Education (2022): UN Principles for Responsible Management Education. [Online] Available at: https://lsme.ac.uk/un-principles-for-responsible-management-education/ [Accessed 18 Jun. 2025].

PricewaterhouseCoopers (n.d.): The World in 2050 [Online] PwC. Available at: https://www.pwc.com/gx/en/research-insights/economy/the-world-in-2050.html#downloads.

‌PricewaterhouseCoopers (2024): UK sees surge in the demand for green skills despite overall job market decline – PwC Green Jobs Barometer. [Online] PwC. Available at: https://www.pwc.co.uk/press-room/press-releases/research-commentary/2024/uk-sees-surge-in-the-demand-for-green-skills-despite-overall-job.html.

Lally, C. and Simmonds, P. (2024): Green skills for education and employment. [Online] UK Parliament. Available at: https://post.parliament.uk/research-briefings/post-pn-0711/ [Accessed 18 Jun. 2025].

UK Parliament. (2025): Green education, training and employment. [Online] Available at: https://post.parliament.uk/green-education-training-and-employment/ [Accessed 18 Jun. 2025].

United Nations (2015): The 17 Sustainable Development Goals. [Online] United Nations. Available at: https://sdgs.un.org/goals.

Webmaster LSME (2024): LSME Battery Recycling Project. [Online] London School of Management Education. Available at: https://lsme.ac.uk/news-and-event/lsme-battery-recycling-project/  [Accessed 18 Jun. 2025].