In a Europe that is seeking sustainable answers to the climate crisis and social inequalities, the European project EcoFemSkills (2023-2-ES01-KA210-ADU-000181192) highlights a critical dimension of the green transition that is often overlooked: the female presence in the development of green skills and environmental innovation. The Educational Needs Diagnosis assessment of the project, implemented by the Erifyli Center, based on 38 questionnaires/interviews collected by all project partners from Achaia and Tenerife, revealed not only the need but also the potential of these women to actively participate in the green transition. Despite the high educational level of the majority of the project participants (bachelor’s, master’s degree), many were unemployed or underemployed, confirming the European statistics showing that, away from major urban centers, women's unemployment significantly exceeds that of men. According to the latest Eurostat data (2024), Greece shows the greatest gap in the EU, with a difference of 6.9 percentage points, while Spain follows with 4.6 points (Eurostat, 2024).

The diagnosis of the participants’ training needs revealed strong interest in green entrepreneurship and sustainability as realistic and creative responses to unemployment and social isolation. As shown in LinkedIn’s Global Green Skills Report (2023), job postings for “green” positions are increasing at nearly double the rate of growth in the necessary skills within the workforce. Only 1 in 8 workers worldwide possesses relevant skills – with women particularly lagging behind.

EcoFemSkills and similar initiatives can play a crucial role in revitalizing societies and reducing inequalities, as according to Potluri et al. (2024), green entrepreneurship, when it does not exclude women, can function not only as a tool for labor market inclusion but also as a driver of social innovation, empowerment and ecological resilience.Drawing from ecofeminist theory, they argue that women bring to green entrepreneurship values such as care, circularity, and collective benefit.However, for this to become possible, flexible educational models, recognition of informal knowledge, and appropriate support structures are needed.

It is noteworthy that the overwhelming majority of participants preferred interactive, in-person workshops and collective forms of learning, confirming the need for live interaction, trust, and mutual support.Thus, education functions not only as a source of know-how but also as a field of social reconnection.

Finally, the personal expectations of the women who participated went far beyond the professional sphere.They stated that they wish “to feel they have control over their future,” “to see life more positively,” “to become part of a community,” “to inspire,” and to “discover ways to live more sustainably in their daily lives.”The green transition, therefore, acquires here not only an economic and environmental but also a deeply human and cultural dimension.

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