Iraq is among the countries most affected by climate change impact. The country has witnessed rising temperatures and water scarcity due to reduced rainfall and diminished river flows from upstream countries. Additionally, drought, desertification, and the expansion of barren lands have further exacerbated the situation. Drought and water scarcity have resulted in the loss of arable land and reduced vegetation cover, leading to decreased agricultural productivity and livelihoods. Consequently, this has contributed to increased displacement and urban migration, further exacerbating food insecurity, unemployment rates, and poverty levels. The challenges intensify as the country’s population grows, with increasing demands for food, water, and public services.

This paper discusses Iraq’s lack of climate specializations and green skills, primarily due to the absence of suitable conditions and environments for developing these fields. The dominance of the oil sector and the stagnation of other sectors such as renewable energy and sustainable agriculture, along with political instability, have hindered economic development. This has weakened the business and commercial investment environment for transitioning towards a green economy and diverted attention away from environmental issues. Iraq has been slow in addressing environmental concerns.The country’s existing educational and training curricula do not create green jobs or equip students with the necessary skills to secure positions in the green economy.

This paper proposes that educational and training institutions have a critical role to play in overcoming climate challenges and engaging youth in climate-related issues by developing green skills and offering climate specializations. This can be achieved by implementing the Green Institutes Initiative and providing educational and training programs. These programs should be divided into an academic framework that aims to provide students with expertise in areas such as climate sciences, renewable energy, natural resource management, and energy efficiency, with program durations ranging from one to two years. Additionally, there should be a professional training framework aimed at developing practical skills for professionals in various fields, including renewable energy, green construction, waste management, and sustainable agriculture, with program durations ranging from six months to a year.

The Ministry of Higher Education and Scientific Research is responsible for identifying financial needs and resources, and designing curricula and training programs related to climate, sustainability, and green skills. It should also establish the necessary infrastructure and organizational structure and provide a modern technology-equipped learning and training environment. Moreover, the ministry should engage in partnerships with local and international organizations, businesses, and entrepreneurs to develop programs and curricula, empower human resources, and secure financial and technical support and consultation.

 

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