Abstract
Although demand for sustainability‑oriented competencies is increasing, definitions of green skills remain ambiguous and frequently centred on technical expertise. Drawing on a qualitative multi‑stakeholder case study of a regional green economy transition, the study conceptualises green skills as an assemblage of collectively-constructed competencies to meet the regional sustainability agenda. The findings distinguish between foundational green skills, which enable participation in sustainability practices, and transformational green skills, which enable implementation of sustainability solutions. The paper proposes that business schools should move beyond individual competence models and design curricula aligned with local ecosystems and stakeholder priorities.