Green career education and guidance through the perceptions and experiences of career practitioners in English secondary schools.

Abstract

The transition to a low carbon economy, climate change mitigation and adaptation, and nature restoration are expected to lead to a transformation of economic sectors. This will require a growth in green skills, a receptiveness to green roles and an understanding of the potential greening of all sectors. Plant suggests that green career education and guidance could provide the bridge between the emerging greener labour market and career development in schools. This article presents inductive qualitative research, using semi-structured interviews and reflexive thematic analysis (RTA) to explore the perceptions of career practitioners in English secondary schools revealing a broad spectrum of understanding and approach. A nascent green career education and guidance framework has emerged from a synthesis of existing literature and the research findings.