Teachers as Architects of Green Readiness: Future-Ready Competencies in Education

The authors of this paper explore how teachers in both traditional and alternative educational settings perceive and influence the development of their students’ competencies relevant to the digital green economy needs. The research aims to identify how institutional contexts influence educators’ ability to support sustainability, digital literacy, and future readiness. Drawing on in-depth interviews conducted as part of a wider research project, the researchers investigate the extent to which educators identify among students and support development of skills aligned with sustainability, circularity, and technological change- such as adaptability, digital literacy, and environmental awareness. They formulate the main thesis that teachers, through their everyday pedagogical practices and relationships with their students, serve as early indicators of how well educational systems are preparing young people for the challenges and opportunities of a green, innovation-driven future. Using systematic analysis of interviews with the teachers, the authors highlight five key areas in which competencies are either fostered or hindered: the perceived purpose of schooling, competency development, curriculum flexibility, professional teachers’ role in the process, and graduate readiness for the future. Research findings show visible contrasts between traditional and alternative schools, particularly in the level of curriculum autonomy and integration of sustainability themes. The article concludes by reflecting on how educational ecosystems - both systematized and self-organizing - can be designed to better align with the demands of the digital green transition. The findings offer implications for policy, teacher training, and the integration of intelligent educational tools in sustainability education.