Towards an Integrated Framework for Green Skills Development in Higher Education: A Systematic Literature Review

Abstract

The transition towards sustainable development and green economies has increased the demand for graduates who combine environmental responsibility, innovation, and professional adaptability. Yet empirical evidence on green skills in higher education remains fragmented across disciplines, terminology, pedagogy, competencies, and institutional practice. This systematic literature review synthesised how green skills are conceptualised, developed, integrated into curricula, and implemented in higher education and proposed an integrated framework. Following PRISMA, searches of Google Scholar, Scopus, ProQuest, Emerald Insight, SAGE Journals, and ScienceDirect identified 319 records; 19 peer-reviewed empirical studies published between 2018 and 2024 met the eligibility criteria and a six-item methodological quality threshold (?9/12). Data were extracted using a structured review matrix and analysed through hybrid deductive/inductive thematic synthesis. Five terminology clusters were identified, spanning broad sustainability competencies to discipline-specific technical and professional capabilities. Thirteen studies reported identifiable pedagogical approaches, most frequently experiential and practice-based learning, while nine reported institutional mechanisms including curriculum integration, student-led initiatives, stakeholder partnerships, and workforce alignment. The resulting framework conceptualises green skills development as a context-sensitive, recursive interaction among conceptual orientation, pedagogy, competencies and curriculum, and institutional implementation. It provides an analytical basis for aligning these dimensions and for future empirical validation.