The greening of career education: US students gain new skills as the climate crisis intensifies
In one corner of the classroom, high school juniors tend tiny green sprouts—baby carrots and romaine shoots—carefully nurtured in the drip-irrigation system they built just weeks earlier. Across the room, a model hydropower plant demonstrates how moving water can generate electricity. In Greenville County, South Carolina, this class centers on renewable energy, with students loading up on a singular focus: sustainable power.
“It’s an incredibly important subject to study, especially now with all the new technology emerging,” says 11th-grader Beckett Morrison. In 2023, the district opened the Innovation Center, a facility designed to rotate different career training programs every few years to align with local business needs.
Even as political debates swirl—such as former President Donald Trump dubbing climate change a hoax and slashing climate funding—schools in both Democratic and Republican-leaning states are expanding classes in clean energy and weaving environmental sustainability into construction, culinary arts, and other career pathways. The aim is to prepare students for a workplace reshaped by climate change.
Educators and policymakers describe a broader trend: industries are adopting new technologies to stay globally competitive, adapt to environmental shifts, and cut costs. Roles once not considered environmentally oriented are evolving to meet these changing demands.
There’s another motivator as well: more young people, many who have witnessed severe hurricanes, heat waves, and other extreme weather linked to climate change, want to contribute to a safer, cleaner planet for future generations. “They want to ensure the world remains safe and clean for generations to come,” notes Dan Hinderliter, associate director of state policy at Advance CTE, which supports career and technical education (CTE) leaders.
Delaware has taken a leading position, planning to weave environmental lessons into all middle and high school CTE courses in the coming years. The goal is for students in every field—from carpentry to teacher training—to gain awareness of sustainability and environmental impact, explains Jon Wickert, Delaware’s director of CTE and STEM initiatives.
For instance, business-minded plans encourage people like building managers and accountants to seek ways to reduce energy use, which in turn lowers costs. Carpenters would learn about the health and environmental effects of dust from wood, plastic, and fiberglass, and how pollution from these materials affects waterways. “If a company’s employees are healthier, that translates to lower health-insurance costs,” Wickert says. “We want students to think more broadly and connect what they learn to real-world outcomes.”
Rather than creating dedicated environmental career tracks, Delaware is integrating sustainability into existing middle- and high-school pathways. Solar panel installation and energy-reduction concepts, for example, are being incorporated into electrical career coursework rather than taught as standalone solar classes.
Delaware’s climate challenges underscore the need: it’s the flattest state and lies just above sea level, with projections showing about 10 percent of land being lost to the sea by century’s end.
“Every job is a green job,” asserts Denise Purnell-Cuff, a contractor who helped craft the statewide plan. “There’s no way to move forward in any field without considering the environment.”
nationally, clean-energy jobs have outpaced broader economic growth in recent years. By 2030, two-thirds of global car sales are expected to be electric, and more nations will rely on renewable energy as a primary power source. Under the Biden administration, districts could access federal funds from the bipartisan Infrastructure Investment and Jobs Act to support climate-friendly workforce initiatives. Much of that funding, however, faced cancellation or reduction under subsequent administrations.
With federal backing waning, schools are seeking alternate funding sources to launch greener CTE programs that address local environmental or economic needs.
There are notable local successes too. In Chicago, the Teachers Union won green commitments in collective bargaining, including clean-energy career pathways. In Washington, DC Public Schools are adding sustainability modules, such as hydroponic gardening, to their agriculture programs. In Cook County’s Buffalo Grove High School, a 2023 shift to a Sustainability Academy tripled enrollment to about 80 students, who study topics ranging from Introduction to Sustainability to AP Environmental Science and Environmental Applications.
“Engaging students in policy discussions is crucial,” reflects science teacher Michael McPartlin. “They’ll be the generation shaping the next steps.” The Buffalo Grove program sits near the Buffalo Creek watershed, and in their second year students tackle Sustainable Aquatics Systems, testing water chemistry and learning about local ecological impacts.
The existence of local jobs that demand these competencies reinforces the case for a sustainability-focused education, says Angel Johnson, division head of math and science at Buffalo Grove. Advance CTE notes it hasn’t built a centralized catalog of green CTE pathways, but the organization has seen growing interest from communities eager to add sustainability to their programs, especially following infrastructure investments by the previous administration.
Even in conservative states where climate policy isn’t a top priority, communities recognize the economic and workforce benefits of sustainable CTE programs. Ohio, for example, has developed three metropolitan areas with climate-literacy and climate-action plans, integrating environmental objectives into both CTE and non-CTE curricula.
In Greenville, where major employers like BMW and GE Vernova anchor the local economy, students study electric and hybrid vehicles and renewable energy sources. While benefiting the environment, the lessons broaden career options, aligning with local industry needs. “Manufacturing now always involves some sustainability component,” explains Katie Porter, director of the CTE Innovation Center. Local industry leaders helped shape the center’s course offerings when it opened three years ago.
About 25 students are enrolled in the center’s clean-energy technology program. The three-year track culminates in a senior project that showcases what students have learned. Last year, a student designed a piezoelectric tile that lights up and generates electricity when stepped on, with plans to install them in downtown pedestrian areas to power small city electrical needs. Throughout the program, students present to local industry leaders.
Graduates pursue diverse paths: some aim for engineering or environmental roles, while others enroll in electrician programs at nearby community colleges. Morrison’s journey illustrates the broader impact: through energy-focused coursework, he is discovering energy sources he hadn’t imagined and is exploring a future that prioritizes reducing society’s environmental footprint alongside securing a good career.
“I believe this is one of the most important pursuits,” Morrison says. “We may not be able to reverse all effects, but renewable energy can help, will help, and already has helped.”
Kavitha Cardoza contributed reporting.
Contact staff writer Ariel Gilreath via Signal at arielgilreath.46 or gilreath@hechingerreport.org.
This story on green jobs was produced by The Hechinger Report, a nonprofit, independent news outlet focused on inequality and innovation in education. Sign up for their weekly newsletter to stay informed.
