How can today’s students become the innovators of tomorrow’s green economy? Within the ECO-JOBS project, vocational students from Greece, Spain and Italy are taking on this challenge by developing sustainable business ideas inspired by emerging eco professions.
Working in international teams, students explore fields such as sustainable tourism data analysis, renewable energy integration, urban farming, sustainable construction and circular economy solutions. Their task is not only to imagine new green products or services, but also to design realistic start-up models that respond to environmental and social challenges.
For many students, this process has been both motivating and demanding. Collaborating with peers from different countries required clear communication, often in English, and the ability to manage different working styles and expectations. At the beginning, some teams found it difficult to align their ideas or stay on track with deadlines, but gradually they improved their coordination and teamwork.
A crucial part of this journey is the mentoring process. Experienced professionals from the green economy, entrepreneurship and sustainability sectors guide the teams as they develop their business concepts. Through mentoring sessions, students receive practical and honest feedback, which helps them understand both the strengths and the limitations of their ideas. This process made it clear that not every idea is immediately feasible and that developing a sustainable business requires continuous adjustment.
For example, some teams working on urban agriculture realised that their initial concepts were too ambitious or not easily applicable in their local context, leading them to simplify and refine their approach. Others focusing on renewable energy or sustainable construction had to take into account costs, technical challenges and market needs. Although these moments were sometimes challenging, students often described them as the most valuable part of the experience.
Students also noted that this experience was very different from traditional classroom learning. Instead of following specific instructions, they had to make decisions, deal with uncertainty and take responsibility for their projects. This created some pressure, but also increased their engagement and sense of ownership.
Beyond technical knowledge, participants developed important skills such as problem solving, adaptability and collaboration. They also gained a more realistic understanding of what working in the green economy involves, including the balance between innovation and practical limitations.
More than an educational activity, ECO-JOBS connects young people with the real world of green entrepreneurship. It encourages them to think critically about sustainability and their potential role in shaping future solutions.
As one student reflected, “At the beginning we thought our idea was strong, but through mentoring we realised what needed to change. It was not always easy, but it helped us improve step by step.”
Initiatives like ECO-JOBS show that when young people are supported with guidance and given space to experiment, meaningful learning and realistic innovation can take place.