Now you are more aware about what self-regulation is, how it is structured, you can ask yourself…”Why should I care about it?”

Jobs in the future

As indicated in the Mckinsey report “A new future of work: The race to deploy AI and raise skills in Europe and beyond” the demand for workers in STEM-related, healthcare, and other high-skill professions would rise, with a forecast increase in the demand for social and emotional skills both in Europe than in the United States, in particular for roles requiring interpersonal empathy and leadership skills (see Mckinsey, 2024, exhibit 3, available here: A new future of work: The race to deploy AI and raise skills in Europe and beyond). Different skills, that fall under self-regulation, emerged in the set of “56 foundational skills that showed that higher proficiency in them is already associated with a higher likelihood of employment, higher incomes, and job satisfaction” (see McKinsey, 2021, exhibit 5, available here: Defining the skills citizens will need in the future world of work).

Green jobs

In the Unicef report “Skills for the Green Transition: Solutions for Youth on the Move”, skills that fall under self-regulation, are included in the list of Transferable skills, one of the 3 components of the ‘Breadth of green skills” (e.g. knowledge, abilities, values and attitudes needed to live in, develop and support a sustainable and resource-efficient society).

The chapter “Why Focus on Youth on the Move in Green Skills 4 Development for a Just, Green Transition?” goes more in depth on those ‘Breadth of green skills” detailing the area of Transformative capacities”. They represent the skills, attitudes and competences needed to effectively participate in green economies to accomplish SDGs. Under this list fall a sort of “evolution” of self-regulation skills in which emphasis is given to abilities to predict the future and interpret the complexity generated by an increase of interconnections among different systems.

Some examples:

  • Working within complexity;
  • Systems thinking;
  • Trans-cultural, trans-spatial, trans-temporal mindsets;
  • Future and anticipatory thinking.

The emphasis to these two elements (prediction and complexity) emerge, as well, by participants to UNESCO World Conference on Education for Sustainable Development held in Aichi- Nagoya, Japan, from 10 to 12 November 2014 “ …critical and systemic thinking, analytical problem-solving, creativity, working collaboratively and making decisions in the face of uncertainty, and understanding of the interconnectedness of global challenges and responsibilities emanating from such awareness are some of the required skills and abilities for addressing global citizenship and local contextual challenges of the present and the future”.

References