Green Skills and Sustainable Development Curriculum in Polytechnics

Published Paper PDF: View PDF

Ashok Kumar

Independent Researcher

Uttar Pradesh, India

Abstract

The rapid depletion of natural resources and the escalating impacts of climate change have underscored the urgent need for integrating green skills and sustainable development principles into technical education. Polytechnics, with their emphasis on hands‑on vocational training, are uniquely positioned to cultivate a workforce adept at implementing environmentally sound practices across industry sectors. This manuscript examines the design, implementation, and evaluation of a comprehensive curriculum on green skills and sustainable development in polytechnic institutions. Drawing upon a rigorous literature review, the study contextualizes the theoretical underpinnings of sustainability education and identifies best practices in curriculum development. A mixed‑methods approach—featuring a survey of 100 stakeholders (students, instructors, and industry partners)—assessed perceived relevance, effectiveness, and gaps in existing programs. The methodology details curriculum mapping, pedagogical strategies (including project‑based learning and industry internships), and assessment frameworks aligned with global sustainability competencies. Results indicate significant improvements in learners’ understanding of resource efficiency, waste management, and renewable energy technologies, as well as enhanced critical thinking and problem‑solving skills.

Beyond quantitative gains, qualitative feedback revealed heightened environmental stewardship among participants, with many initiating campus‑wide recycling campaigns and energy‑conservation audits during their internships. The integration of digital tools, such as virtual reality simulations of green building designs, further enriched experiential learning and fostered interdisciplinary collaboration. This holistic approach also strengthened partnerships between polytechnics and local industries, enabling real‑world application of sustainable solutions. Recommendations focus on scaling the curriculum through modular course packages, establishing continuous professional development for faculty, and leveraging open educational resources to overcome infrastructure constraints. The manuscript concludes by outlining scope for broader implementation, policy implications for national TVET frameworks, and acknowledging limitations related to sample size, regional focus, and resource constraints.

Keywords

Green skills; sustainable development; polytechnic curriculum; vocational education; resource efficiency; waste management; renewable energy; project‑based learning

References

https://blogger.googleusercontent.com/img/a/AVvXsEga6fJmR8FmmtPXf_UvwAWyjxU5vysIQfFEAwEyarIv3DDDmubys57H9MvIyLsDXYeLV4MM7kdWC6O6d_oEo9eL-kBWSiZa7ByhoH9AyZSd2eWrIgJUxJeLjX0SucvggdPxdiG2oscdYjr0DIU5omMxS_SIh3RFaCipvFHWbmSRM3E6yG1dFo-9fBVR=w400-h224
https://img.favpng.com/17/14/18/renewable-energy-certificate-green-certificate-organization-certification-png-favpng-VYwqcYhYPZstU581yJUpNX0FS.jpg
Barison, M., & Santos, E. T. (2010). BIM teaching strategies: An investigation of pedagogical modalities for undergraduate students. Computers in Education Journal, 21(2), 75–85.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Brundtland Commission. (1987). Our Common Future. Oxford University Press.
Fien, J. (2002). Advancing sustainability in higher education: Issues and opportunities for research. International Journal of Sustainability in Higher Education, 3(3), 243–254. https://doi.org/10.1108/14676370210434648
Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). SAGE Publications.
Pawson, R., & Tilley, N. (1997). Realist evaluation. SAGE Publications.
Rennie, F. (2014). Education for sustainability through Curriculum 21: Preparing citizens for change. Journal of Education for Sustainable Development, 8(2), 1–16. https://doi.org/10.1177/0973408214542787
Rollinson, P. (2005). Organizational behaviour and analysis: An integrated approach (4th ed.). Pearson Education.
(2015). Rethinking education: Towards a global common good? UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000232555
United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development. https://sdgs.un.org/2030agenda
Wright, T., & Wilton, H. (2012). Student environmental engagement and education for sustainability: Perspectives from anglophone higher education in Europe. International Journal of Sustainability in Higher Education, 13(4), 384–402. https://doi.org/10.1108/14676371211265722
Yager, R. E. (2000). The history and future of STS science curriculum. Journal of Science Teacher Education, 11(3), 221–230. https://doi.org/10.1023/A:1009425911440
Zandvliet, D. B. (2004). Learning partnerships for sustainability education: A model for curriculum development in vocational education and training. International Journal of Sustainability in Higher Education, 5(2), 149–163. https://doi.org/10.1108/14676370410536773