Facing today’s climate and environmental emergency, the Commission has committed in its Green Deal for the European Union to take action and to reach zero net emissions of greenhouse gases in 2050, while maintaining its economy competitive, thus making the EU “carbon neutral”. The transition to a green economy is, together with the digital transition, the main policy underpinning the Commission’s proposal for a European Recovery Plan to tackle the socio-economic consequences of the Covid-19 crisis. The green transition requires investments in updated skill sets to master green technologies and reduce the environmental footprint of activities. This report aims to support the implementation of the European Green Deal, the European Industry Strategy and the recently adopted European Skills Agenda for Sustainable Competitiveness, Social, Fairness and Resilience in the area of the EU citizens' skills necessary to guarantee a smooth twin digital and green transition. The present study consisted of an exploratory review of the literature that aimed to look at existing definitions of sustainability; development of sustainability competence frameworks in education; and the identification of green skills and skills for the circular economy. In doing so, we conducted a systematic literature review involving academic and grey documents, with the aim to meaningfully contribute to bring to the fore scientific evidence and current practices to future debates. The necessity of introducing sustainability themes into education in academic and policy-making arenas occurred as early as in the 1970s. Since then, there has been a general agreement that sustainability competences are needed for society to be able to tackle these sustainability challenges and re-learn to live in tune with the planet on which our economy and our society depend. Yet the lack of a wide-spread and universal competence framework for sustainability has led to the proliferation of many definitions of what knowledge, skills, attitudes, and values for sustainability are, failing to provide a clear and unified direction to educate sustainable citizens.

链接地址：http://dx.doi.org/10.2760/200956