Trifolium repens lawn, in Luxembourg.
Investing in the education of our youngsters
Youth play a crucial role in shaping sustainable futures. Their energy, creativity and digital literacy make them ideal agents of change. Thus, the need for equipping them with the necessary life skills.
Such abilities will allow the adults-of-tomorrow to contribute positively to society and the planet overall. While from a purely utilitarian perspective, they will be able to meet the growing demand for similar skills on the job market.
We can imagine regenerative cities to be the stage for the discussion on how these ideas can be integrated. Therein, they will be living closely together in urban environments that prioritise green spaces, renewable energy, and community engagement.
Green life skills: what & which are they?
Green skills are life skills. But how different are they from any other life skill that allows not only to survive but also to thrive.
Green skills encompass a wide range of competencies and attitudes, from understanding environmental issues to practicing sustainable habits.
We can recognise top 7 green life skills as follows:
- Environmental awareness: Understanding the interconnectedness of ecosystems and the impact of human activities on the environment.
- Sustainable practices: Knowledge of eco-friendly habits to incorporate them into our daily life, like energy conservation, waste reduction, and responsible consumption.
- Problem-solving: The ability to identify environmental challenges and develop innovative solutions.
- Critical thinking: Analysing complex environmental issues and evaluating different approaches.
- Communication: Effectively conveying environmental messages to diverse audiences.
- Leadership: Inspiring and motivating others to take action for a sustainable future.
- Technological literacy: Understanding and using technology to address environmental challenges.
Allotment, in Luxembourg.
While it is important to foster leadership skills in young people, it is quite unrealistic to expect every individual to become a leader.The world needs a variety of roles to function effectively. While leaders are crucial, individuals who excel in supporting roles, such as specialists, technicians, or educators, are equally valuable. Each person has unique strengths, interests, and passions he/she/they can cultivate. Additionally, not everyone is naturally inclined towards leadership in the traditional acceptation, and that is okay.Interestingly, leadership can be demonstrated in many ways, from taking initiative in group projects to mentoring others. It is not always about holding a formal position of authority. Instead of focusing on all youngsters becoming leaders, we should encourage them to identify their talents and passions, while participating in volunteer work or community projects.
The emphasis on green skills training and certifications often stems from the recognition of their practical value in helping the global economy shift towards sustainability, and securing future job opportunities. The green economy offers a promising business opportunity for entrepreneurs. Training in these areas can enhance employability and open up new career paths.However, it is essential to recognise the broader benefits. As exemplified above, these skills can lead to sustainable practices and an overall healthier environment. Green skills are essential for addressing the urgent issues of climate change, resource depletion, and pollution.
Green life skills can provide a sense of personal fulfilment and satisfaction.By adopting sustainable practices, we are creating a healthier and more equitable world for future generations.
Green skills: informal vs formal training
Depending on the available resources, formal education programmes — such as school curricula — will be alternated with informal, hands-on training. The latter proposes an array of engagement opportunities, such as community workshops and peer-led initiatives.Given the benefits and limitations of each approach, we should consider diverse learning pathways.
The availability of qualified trainers, facilities, and funding can influence the choice between formal and informal training. If the goal is to impart specific knowledge, formal training sessions may be more appropriate. However, informal learning activities can allow young people to apply their learning in real-world contexts and develop practical skills.Finally, some young people may prefer a structured, formal learning environment, while others may benefit more from informal, hands-on experiences. The preferences of the local community and its stakeholders can also play a role in determining the type of training that is most suitable.
2 light blue chairs and 2 dark green chairs in a circle in the park, in Luxembourg.
By participating in workshops and joining local community networks, young people can gain valuable skills and build relationships. Workshops and networks can focus on addressing specific environmental challenges in the local area, leading to more relevant and effective solutions. Young people can connect with like-minded individuals, mentors, and potential collaborators. In this context, off-site visits to sustainable projects can give access to new ideas, opportunities, support, and inspiration.Community networks can equally provide access to resources, such as tools, materials, and funding, that can help young people implement their sustainable projects. Furthermore, workshops and networks can foster a sense of community and belonging, encouraging young people to get involved in local environmental initiatives.
Communities can develop a training approach that is ultimately both effective and engaging, by carefully considering the needs and preferences of young people.
- Online courses offer flexible and accessible learning options for young people who may not have access to formal training programs.
- Vocational training programmes provide young people with practical skills for sustainable careers.
Sustainable behaviour in regenerative cities
As we seek sustainable solutions to urbanisation and climate change, the concept of regenerative cities is getting more and more attention.Regenerative cities require their residents to make some necessary adjustments to their own behaviour to accommodate a sustainable lifestyle. Youth can actively participate in creating and maintaining these spaces.
Regenerative cities are eco-friendly by design. They are conceived to be resilient to climate change and other external challenges. In doing so, they aim to cut down on waste while maximising resource efficiency through circular economy, promoting strong community bonds, social equity, and participatory decision-making.
Edge and buildings, in Luxembourg.
Living closely together can offer several benefits. We can significantly reduce our carbon footprint, by sharing resources and minimising transportation needs. Living in dense, localised urban areas can improve access to public transportation, healthcare, and educational facilities. Close proximity can also foster stronger community bonds and support networks.In this kind of post-industrial society¹ — where urban sprawl towards an ever-expanding periphery is contained — new knowledge can attract new businesses and create jobs, leading to economic growth and prosperity.
However, living in close proximity also presents challenges, such as ensuring privacy and personal space in dense urban environments can be challenging.Meeting the needs of a large population requires careful planning and investment in infrastructure. Managing diversity and addressing social inequalities can possibly be even more challenging in densely populated areas.
To successfully navigate these challenges and make the most of regenerative cities, it is essential to involve residents in decision-making processes to ensure that their needs and preferences are considered.As we encourage residents to adopt eco-friendly behaviours and support local initiatives, we need to ensure that everyone has access to the benefits of regenerative cities, regardless of their socioeconomic status.
Notably, sustainable behaviour can be developed through collective efforts. It is worth noting that the predisposition to co-living can equally be trained, and is not expected to come all at once. It in fact is a gradual process and is not supposed to feel forced.
Nettle and grass, in Luxembourg.
It involves developing self-awareness and the ability to adapt to new situations. Here are some ways to help youngsters develop this skill:
- Role-playing: Practice different scenarios and discuss appropriate responses.
- Problem-solving exercises: Teach to identify problems, brainstorm solutions, and evaluate the consequences of different choices.
- Mindfulness and meditation: These techniques can help youngsters become more aware of their thoughts and emotions.
- Positive reinforcement: Reward positive behaviours and provide constructive feedback for negative ones.
- Setting goals and tracking progress: Help youth set achievable goals and track their progress to stay motivated.
- Modelling appropriate behaviour: Demonstrate the behaviours you wish to see.
On the occasion of Luxembourg in Transition programme, scholars referred to 2 scenarios: “a) the greater Geneva scenarios developed to address issues of territorial planning in a budding cross-border metropolis, and b) national scenarios for the engagement with water and land in Luxembourg in 2045, that also paid attention to the spatial planning dimension.”
Rhubarb and pumpkin plants, in Luxembourg.
Following the Nexus Futures Project at the University of Luxembourg, a set of 3 scenarios for the Grand Duchy of Luxembourg in 2045 was conceived, with a special focus on water and land use.The 1st scenario is entitled to “smart sustainability”. Following efforts in Green Tech, “rebound effects are causing an increase in water pollution, forest dieback, soil degradation and air pollution.”On the other hand, the 2nd, the “common good” scenario, pictures a regionalised Europe and Luxembourg: “Economic development is limited by access to renewable resources such as water, soil and energy, and quality of life is partly determined by local differences in access to such resources.” Urban sprawl is being stopped.Finally, the 3rd: “web of life”, accounts for catastrophic consequences of global warming for the region. Urban development is concentrated along the Alzette River. “[C]itizens are turning into prosumers² in order to cover their own needs for energy, water and food.“The Initiative determines that our prospects are close to the 2nd projection, with the hypothesis of a local turn, in favour of cooperative communities in terms of housing, food and production. There are also elements from the “web of life” scenario, such as the spread of prosumerism and the drop of commuting.
Entrance to kindergarten and primary school, in Luxembourg.
Our scenarios and prospects for a green future
As we expect to land our next job thanks to some certification in sustainability, we might ignore that green life skills are the most significant for today’s youth. School allotments are here to stay, ever since they have become part of long-lasting efforts to train their green life skills.
By participating in local workshops and joining community networks, youngsters can continue their learning experience and express their commitment to environmental issues. Depending on the availability of resources and the needs of each learner, hands-on training is to be preferred at times, efficiently leading to targeted actions and a sense of community and belonging.
Sustainable behaviour is the ultimate skill to be developed, when it comes to living together in regenerative cities. This is the human factor that will allow us to balance benefits and challenges of any future scenario to come. Yet, our behaviours and practices can still revert the course of events.
By providing the next generation with the knowledge and skills we need for a greener future, we can collectively work towards a healthier planet for all. Similarly, we can still push for fair democratic representation, to see our interests reflected in both the local and the regional politics and economy. It is not too late!
Chair shadow on grass, in Luxembourg.
¹ Post-industrial society: With the term “post-industrial society”, we intend a society in which knowledge creation is preferred over manufacturing to generate capital.² Prosumers: In his book “The Third Wave” (1980), the American futurologist Alvin Toffler conceptualises an overlap between the producers and the consumers category. He argues that we will produce many of our own goods and services.