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Summary: Motivation: As governments move in earnest toward a green economy, few countries are considering education policy that can facilitate the development of green skills for such transitions. Where policy discussions are happening, green skills are often conflated with science, technology, engineering, and maths (STEM) skills, with little attention to the breadth of green skills needed to achieve climate justice. Purpose: We present a green skills framework to help support policy stakeholders imagine a continuum of green skills for a just transition. Methods and approach: This article applies a critical feminist lens to understand how green skills have been conceptualized across the gender and adolescence, greening and sustainability, and education fields. It also integrates the perspectives of stakeholders from climate, education, and gender‐focused multilateral, government, and non‐governmental organizations working on green skills. Findings The analysis finds that green skills coalesce around three distinct but overlapping paradigms. The first understands green skills through a technical lens as the specific capacities needed for green jobs. The second and third paradigms understand green skills through a sociological lens, seeking to tackle the behaviours and social structures driving the climate crisis. As such, they centre on cross‐cutting generic capacities and transformative capacities, respectively. Taken together, the article offers a new definition of green skills for policy stakeholders. Policy implications: The three approaches to green skills outlined in this paper constitute the pillars of a new green learning agenda for climate action, climate empowerment, and climate justice. This green learning agenda fills a significant void in both climate policy and education policy, and could help governments address current capacity building needs while setting their populations up for the long‐term social transformations required to achieve a just transition. [ABSTRACT FROM AUTHOR]

Climate justice provides a crucial framework to embed issues of equity and justice into COVID-19 recovery strategies. The pandemic, alongside climate change, is disproportionately impacting the most vulnerable and marginalized people across the globe, and particularly exposing Black, Brown, and Indigenous people to ill-health and economic hardship. However, there is a risk that economic considerations will take precedence over climate action in recovery strategies and avoid addressing climate and racial injustices. Yet, it is vital that climate and racial justice and just transition principles inform post-COVID-19 recovery strategies to avoid compounding inequalities. This paper unpacks the layers of injustice surrounding the pandemic, along with their relation to climate policy and finance. It advocates for policymakers to adopt climate justice and just transition principles as a framework for COVID-19 recovery strategies to ensure existing inequalities in society are recognized and addressed in the run-up to the 26th Conference of the Parties (COP26) in 2021 and beyond. The COVID-19 pandemic and climate change intersect to further compound inequalities between and within nations. Current vulnerabilities and historical racial injustices undermine the ability of individuals, communities and nations to cope with, and adapt to, climate change. Economic considerations have dominated climate and development policy, and this must change to include justice and equity as key criteria to ensure a green and just recovery. Policymakers should pursue climate policymaking designed with broad and diverse communities in mind, recognizing diversity and intersectionality, to empower marginalized groups. Just transition principles should be mainstreamed into investment and financing criteria for climate finance and recovery strategies to ensure funding reaches those who need it most. [ABSTRACT FROM AUTHOR]