Title | Type | Themes | Brief description |
Guichard, J. (2013), November). Career guidance, education, and dialogues for a fair and sustainable human development. In Inaugural conference of the UNESCO chair of Lifelong guidance and counselling. (Link) | P E T | Introducing sustainability related concerns into careers interventions | The author starts this paper by asking questions such as “How could career interventions promote a fair and sustainable human development?” The author looks at different theoretical paradigms for career guidance to help address the role that career guidance can play in the push to a more sustainable planet. Career and life designing interventions are envisaged which help individuals while also integrating major global environmental and social challenges. For instance, the author introduces such ideas as “care for distant others” to relate the individuals’ career motivations to global issues. The author concludes that more work is needed to clarity the concepts raised (The same author contributed a later 2022 paper on similar question cited below). |
Baldwin, N. (2014). Beyond green jobs: Assessing sustainability-enhancing career options. Canadian Journal of Career Development, 13(2), 4-16. (Link) | P | Adopt tools to help clients consider the sustainability of their career options. | The authors raise consideration of “sustainability in the broad sense”, transcending the idea of “green careers.” The paper scopes the area of opportunity for career guidance and represents a call to action to the sector: “This article analyses the current state of green careers, proposes a model for clients to assess sustainability-enhancing career options, examines related growth opportunities, and calls on career development practitioners to be part of the sustainability solution.” |
Di Fabio, A., & Bucci, O. (2016). Green positive guidance and green positive life counseling for decent work and decent lives: Some empirical results. Frontiers in psychology, 7, 261. (Link)
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| Deploying “green-positive” guidance or counselling approaches.
| This article discusses “green positive guidance” and “green positive life counselling”, as applied to Italian high school students. The study analysed the relationship between empathy and ‘connectedness to nature’. The study revealed that empathy that showed the highest association with connectedness to nature. Implications were noted for future research.
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Hašková, K. (2019), Career guidance facing climate change–thoughts for career practitioners. In Career Guidance for Inclusive Society. Conference proceedings 203. (Link) | P | Reflecting on the role of guidance practitioner. | The paper provides a personal reflection on the consequences of career guidance practices on the consequences for career guidance theory and practice. The paper focuses on how the efforts to decrease climate change are influencing labour market and career and career decision making, whether there are connections between solutions of social inequalities and environmental problems, and finally, what role do have career counsellors in the efforts to decrease climate change. |
Irving, B. A., & Malik-Liévano, B. (2019). Ecojustice, equity and ethics: challenges for educational and career guidance. Revista Fuentes, 21 (2), 253-263. (Link) | P T | Challenging existing norms to integrate climate and sustainability considerations into practice | The authors observe that, “With a few noticeable exceptions, the influence of neo/liberal thinking continues to flourish in the contemporary career literature where there has been little deep critical engagement with the discourse of capitalist economics and how these impact human and environmental well-being.” The author challenges this norm: “we seek to disrupt dominant discourses … by identifying how an ecojustice perspective provides a forward looking and equitable foundation for educational and career guidance” |
Međugorac, V., Šverko, I., & Babarović, T. (2020). Careers in sustainability: an application of Social Cognitive Career Theory. International Journal for Educational and Vocational Guidance, 20, 477-499. (Link)(Paid) | U | Understanding motivations and influences on green career interests and motivations
Using grounded evaluation tools with clients to gain insight into green career motivations | The paper reports on a survey of n=582 Croatian secondary students to examine their career motivations. The research instrument was based on Social Cognitive Career Theory, which was validated as a useful tool for the exercise of better understanding green career interests and motivations. |
Plant, P. (2020). Paradigms under pressure: Green guidance. Nordic journal of transitions, careers and guidance, 1(1), 1-9. (Link) | P C E | Considering the different aspects of green guidance and the required adaptations to careers guidance policies, programmes and practices | The authors talk of the need for careers guidance to move to new paradigms in light of the sustainability programme: "Guidance philosophies of our times need to envisage a shift towards a greener and sustainable future. Green Guidance puts a wider perspective to career choices and career development. Guidance needs a re-orientation, a new approach: a genuine paradigm shift." The paper covers some of the implications for "green guidance" e.g. "the present role of career guidance is often depicted in terms of older paradigms in policy documents. For example, in the European Union Resolutions on Lifelong Guidance (European Commission, 2004; Council of the European Union, 2008), guidance is seen as a vehicle for economic growth in a global race for better competitiveness among the so-called ‘Competition States'". However, examples of roles of other cultures are described, such as in India where careers have four steps, and include consideration for family, personal care. serving society and serving humanity. The role of social justice is described, where the focus shifts from an "individual-now" focus to a "society-future" focus. |
Euroguidance (2021), Green guidance focussing on green educational and career pathways. OEAD Erasmus (Link) | P C E | Considering the different aspects of green guidance and the required adaptations to careers guidance policies, programmes and practices | This is a collection of research papers with expert viewpoints, discussing the concept of “green guidance”: the collection of papers provides discussion topics, practices and case studies. The collection provides a rounded view of what green guidance is and entails |
Friends of the Earth (2021),An emergency plan for green jobs for young people. (Link) | C | Making the case for more careers education in schools related to green jobs | This Friends of the Earth report, commissioned with notable partners like the NUS, called for (and described) an emergency plan for green jobs that simultaneously addressed the crisis in employment for young people and NEETs. The opportunity is quantified for different jobs across different parts of the labour market. From the CEIAG perspective, the case establishes the basis to lobby for more sustainable vocational opportunities and also more career education directed at at-risk students during compulsory education. |
Speakers for Schools (2021), Latest Green Skills survey reveals that more than half of young people lack guidance on green job options at school. (Link) | U C | Understanding the perceptions and attitudes of young people towards climate change and their future careers | A survey carried out by our charity of 1,200 young people aged 15-18 who attend state secondary schools and colleges throughout the UK has revealed that more than half (57%) have not been given guidance on green job options at school. (The research was conducted as part of Green Skills Week, which we note as a case study below) |
World Economic Forum (2021), These are the skills young people will need for the green jobs of the future (Link) | C | Identifying new skills requirements for students | The World Economic Forum (WEF) have carried out a number of studies that describe future skills requirements. This article describes six skills categories. Transferable skills are also described. (The source references other work by the WEF in this area). |
Guichard, J. (2022). From career guidance to designing lives acting for fair and sustainable development. International Journal for Educational and Vocational Guidance, 22(3), 581-601. (Link) | P E T | Considering principles of how CEIAG could evolve to contribute towards sustainable development | The author revisits the topic of the 2013 paper (above) to address how career and life design interventions can support a more equitable and sustainable world. To the author, the challenge “implies an in-depth renewal of interventions for life- and career-construction so that they become sources of action towards equitable and sustainable development”. The author illustrates how the principles and implemented into practice, with two intervention projects for the CEIAG sector: 1) This remodelling of “career education”, and 2) Constructing active lives that minimize the ecological footprint. |
White, Y., Bradley, T., Packer, B., and Jones, E. (2022), Skills for a net-zero economy: Insights from employers and young people. Report by the Learning and Work Institute for Worldskills UK and Learning and Work Institute (Link) | U C E | Understanding skill demands, gaps and the understanding of current students of career opportunities | The Learning and Work Institute (L&W) conducted this research study on behalf of WorldSkills UK on how UK skills systems can help young people acquire the technical skills needed to support the UK’s transition to net zero carbon emissions.
Findings in the report offer career development professionals insights into the current levels of understanding and awareness of career options. Young people, particularly young women, lack awareness on green jobs and careers available.
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Stanef-Puică M.R., Badea L., Șerban-Oprescu G.L, Șerban-Oprescu A.T., Frâncu L.G., Crețu A.. Green Jobs-A. Literature Review. Int J Environ Res Public Health. 2022 Jun 29;19(13):7998. (Link) | T | Understanding the landscape of studies into green jobs, and green careers to map the relationship between different concepts. | The paper notes the high degree of variability between studies that discuss the idea of green jobs. This literature review analyses scientific literature from the previous five years to identify definitions, meanings and associated concepts: “There is no uniformity in the definition of the concept, there is still a convergence towards the initial meaning offered by the UNEP/ILO/IOE/ITUC Report of 2008….{The term} ”green jobs" is most linked with {the concepts of} sustainable development, the green economy, the circular economy, the welfare economy, the European Green Pact, energy, renewable energy, economic development, and employment.” |
Crowhurst, M. and Taylor, A. (2023), Generation green jobs? Exploring young people's readiness for the Net Zero skills revolution. Report by Public First for The Prince’s Trust (Link) | U | Adapting communication and education material to the nuanced perceptions of younger people towards green careers | This research study sought to understand young people’s understanding of the green economy, their perceptions of the jobs that will see the greatest growth up to 2030 and how these relate to their views on Net Zero and their own careers. Some attitudinal barriers were found (e.g. many young people perceived green careers to be just an academic/professional pathway) and some counte-intuitive results were found, where the importance of the green agenda did not always directly reflect the attractiveness of a green career. |
Green Alliance (2023), Green shoots: growing the green workforce (Link) | U C E | Defining the challenges and opportunities to account for when providing green guidance, and using to support disadvantaged younger people | The UK-based report examines the green transition from the perspective of challenges and opportunities for the workforce, and particularly for younger people. Particular emphasis is placed on how green jobs can provide better opportunities for disadvantaged young people who are at risk of becoming NEET. This report also contains some notable statistics to describe the current status of awareness and interest, such as that 94% of job seekers are looking for green work. |
Mowforth, S. (2023). Climate and ecological reality: A blind spot in our practice?. Journal of the National Institute for Career Education and Counselling, 50(1), 64-74. (Link) | C E | Addressing climate issues more prominently and directly through CEIAG | The author proposes that “stark implications of the crisis risks {are} diminishing {the profession’s} capacity to practise inclusivity and core guidance principles for certain clients.” A literature review found “limited explicit discourse around these issues” and that “research informed practice would benefit from increased attention to the implications of the stark realities of the crisis” to define implications for CEIAG. |
Blair, N., Lehmann, T., & Nichols, G. (2024), Climate-Informed Counselling in the 21st Century–A Living Document. Canadian Counselling and Psychotherapy Association (Link) | P | Adapting guidance to address client challenges | This paper was written by/for the Canadian Counselling and Psychotherapy Association, to address the growing need of counsellors to work with clients on climate related issues. Drawing on the vast, far-ranging, and quickly growing body of literature in the field of climate psychotherapy (including ecopsychology/ecopsychotherapy), the authors (all of whom are practising counsellors/psychotherapists within the CCPA) describe sources that they find useful. |
Hooley, T., Lucas Casanova, M., & Šprlák, T. (2024). Practitioners' perspectives on green guidance: An international survey (pp. 1-33). Exploring Green Guidance. (Link)
| U | Understanding practitioner perspectives | This paper sets out the findings of a survey of 674 career guidance practitioners conducted in late 2023 and early 2024 about green guidance. The survey reports that the clients of career guidance need help with a range of sustainability issues and that a minority raise issues of environmental sustainability during career guidance interventions.
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Mann, A., & Chang, Y. (2024). Enhancing green career guidance systems for sustainable futures. JP Morgan report for the OECD (Link)
| U | Consideration how career systems adapt to sustainability in education
| Education systems need to adapt to sustainable futures. This study examined 87 programmes within primary and secondary education across 20 OECD countries, aimed at enhancing students' understanding of and progression towards green careers. These programmes, though not exhaustive, provide valuable insights into the conceptualisation and implementation of green guidance programmes.
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Simmonds, P. and Lally, C. (2024), Green skills in education and employment. UK Parliament. (LInk) | C | Understanding a recent landscape view of the job market and the new career drivers from the low carbon transition | This article provides an overview and landscape of green jobs, defining terms, outlining the prognosis for labour market needs, showing regional variations, and advocating for policy certainty. The types of skills required provide useful context for careers development practitioners to identify opportunities for their clients who may wish to work in the low carbon or related sectors and professions. |
