Cultivating High-Quality Talent Suited to Green and Low-Carbon Development

Against the backdrop of jointly addressing global climate change, China has actively assumed the responsibility of a major country and made a solemn commitment to achieve carbon peak and carbon neutrality. The Third Plenary Session of the 20th Central Committee of the CPC[1]1 The Third Plenary Session of the 20th Central Committee of the CPC (中国共产党第二十届中央委员会第三次全体会议): a major meeting of the Chinese Communist Party, held in July 2024, focused on comprehensively deepening reform and advancing Chinese-path modernization. proposed to "improve the foundational institutions for ecological civilization," "perfect the ecological and environmental governance system," and "improve the mechanisms for green and low-carbon development." This series of important deployments demonstrates China's firm determination to promote green and low-carbon development. To realize green and low-carbon development, it is necessary to mobilize the forces of universities, enterprises, and the whole society, cultivating a large number of high-quality talents who practice green and low-carbon concepts, adapt to a green and low-carbon society, and lead green and low-carbon development, devoting themselves to key fields such as energy transition, industrial upgrading, and ecological protection.

在共同应对全球气候变化的背景下，我国积极承担大国责任，作出了实现碳达峰碳中和的庄重承诺。党的二十届三中全会提出，“完善生态文明基础体制”“健全生态环境治理体系”“健全绿色低碳发展机制”。这一系列重要部署，彰显了我国推动绿色低碳发展的坚定决心。而要实现绿色低碳发展，需要调动高校、企业以及全社会的力量，培育大量践行绿色低碳理念、适应绿色低碳社会、引领绿色低碳发展的高素质人才，投身能源转型、产业升级、生态保护等关键领域。

Leveraging the Role of Universities in Building a Green and Low-Carbon Education System

发挥高校在构建绿色低碳教育体系中的作用

The "Implementation Plan for the Construction of a National Education System for Green and Low-Carbon Development" issued by the Ministry of Education proposes to fully integrate the concept of green and low-carbon development into all levels and fields of the national education system; incorporate green and low-carbon requirements into curriculum and teaching materials at all stages of national education; strengthen education and training for teachers on green and low-carbon development; strengthen the construction of disciplines and specialties related to green and low-carbon; and make the practice of green and low-carbon an important part of educational activities. For universities, cultivating high-quality green and low-carbon talents should focus on the following aspects.

教育部印发的《绿色低碳发展国民教育体系建设实施方案》提出，把绿色低碳发展理念全面融入国民教育体系各个层次和各个领域，把绿色低碳要求融入国民教育各学段课程教材、加强教师绿色低碳发展教育培训、加强绿色低碳相关专业学科建设、将践行绿色低碳作为教育活动重要内容等。对于高校而言，培养高素质绿色低碳人才，应在以下几个方面着力。

Accelerate the construction of disciplines and specialties. We must not only accelerate the construction of disciplines such as energy storage, hydrogen energy, carbon capture, utilization and storage, carbon emissions trading, carbon sinks, and green finance, and establish relevant specialties in areas such as low-carbon buildings, photovoltaics, hydropower, wind power, environmental protection, carbon emission accounting, and metering and monitoring, but also accelerate the formation of an interdisciplinary talent training system. For example, strengthen the integration and cross-fertilization of multiple disciplines, construct a core knowledge system for carbon peak and carbon neutrality covering areas such as the climate system, energy transition, industrial upgrading, urban and rural construction, international political economy, and diplomacy, and compile a number of high-quality textbooks in the field of carbon peak and carbon neutrality, laying the foundation for cultivating high-level and interdisciplinary green and low-carbon talents.

加快学科专业建设。不仅要加快储能、氢能、碳捕集利用与封存、碳排放权交易、碳汇、绿色金融等学科建设，在低碳建筑、光伏、水电、风电、环保、碳排放核算、计量监测等领域开设相关专业，还要加快形成跨学科的人才培养体系。例如，加强多学科融合贯通，构建涉及气候系统、能源转型、产业升级、城乡建设、国际政治经济、外交等领域的碳达峰碳中和核心知识体系，编写一批碳达峰碳中和领域精品教材，为培养高层次、复合型的绿色低碳人才奠定基础。

Promote innovation in educational methods. Carry out themed education on green and low-carbon, using occasions such as World Environment Day, Earth Day, National Low-Carbon Day, and National Ecological Day to organize relevant activities, enabling students to access cutting-edge information and broaden their horizons. Carry out green and low-carbon innovation and entrepreneurship education, supporting college students in innovating and starting businesses in the green and low-carbon field, prompting them to learn relevant knowledge more actively and lay a solid foundation for future work or scientific research in the green and low-carbon field. Promote teaching through competitions. By organizing and participating in various relevant discipline competitions such as the National College Students' "Challenge Cup" Competition, the National College Students' Low-Carbon Circular Science and Technology Innovation Competition, and the National College Students' Energy Conservation and Emission Reduction Social Practice and Science and Technology Competition, train college students' innovative thinking and practical abilities.

推动教育方式创新。开展绿色低碳主题教育，借助世界环境日、世界地球日、全国低碳日、全国生态日等节点，组织相关活动，使学生能够接触前沿信息、拓宽思维视野。开展绿色低碳创新创业教育，支持大学生在绿色低碳领域创新创业，促使他们更加主动地学习相关知识，为未来投身绿色低碳领域工作或科研打牢基础。推进以赛促教，通过组织、参与全国大学生“挑战杯”竞赛、全国大学生低碳循环科技创新大赛、全国大学生节能减排社会实践与科技竞赛等各类相关学科竞赛，锻炼大学生的创新思维和实践能力。

Emphasize the guidance of concepts and behaviors. Only by incorporating the decisions and deployments of the Party Central Committee on carbon peak and carbon neutrality into the ideological and political education system of universities[2]2 The ideological and political education system of universities (高校思政工作体系): the system of ideological and political work in higher education institutions, including compulsory courses on Marxist theory and Party policy, designed to ensure correct political direction. and guiding college students to deeply understand the importance of green and low-carbon development can we effectively enhance their sense of responsibility and mission to devote themselves to green and low-carbon development. Leverage the main channel role of the classroom and integrate content related to green and low-carbon development into ideological and political theory courses. Fully leverage the guiding role of the second classroom[3]3 The second classroom (第二课堂): extracurricular educational activities such as social practice, club activities, and volunteer work, complementing the formal classroom (first classroom) curriculum., using various carriers such as situation and policy education lectures, expert seminars, thematic symposiums, and club activities to guide students in deepening their understanding of green and low-carbon concepts through practice. At the same time, strengthen the construction of green and low-carbon campus culture, allowing students to accept the concept of green and low-carbon development through the influence of campus culture.

重视观念和行为引导。只有将党中央关于碳达峰碳中和的决策部署纳入高校思政工作体系，引导大学生深刻认识绿色低碳发展的重要性，才能切实增强其投身绿色低碳发展的责任感和使命感。发挥课堂主渠道作用，将绿色低碳发展有关内容融入思想政治理论课。充分发挥第二课堂的导向作用，借助形势与政策教育宣讲、专家报告会、专题座谈会以及社团活动等多种载体，引导学生在实践中深化对绿色低碳理念的认知。同时，加强绿色低碳校园文化建设，让学生在校园文化的熏陶中接受绿色低碳发展理念。

Enterprises Can Play a Bridge Role in Cultivating Green and Low-Carbon Talents

企业可在培养绿色低碳人才中发挥桥梁作用

Enterprises are the mainstay of the development of green and low-carbon industries and bear important responsibilities in advancing green and low-carbon education. Realizing their own green and low-carbon development is the prerequisite for fulfilling this responsibility. Enterprises should actively adopt energy-saving and environmentally friendly technologies, optimize process flows, and reduce energy consumption in the production process; establish a complete energy management system to finely manage the procurement, distribution, and use of energy; and actively explore recycling and reprocessing pathways for waste materials and residues generated during production, turning waste into treasure.

企业是绿色低碳产业发展的主体，在推进绿色低碳教育方面肩负重要责任，而实现自身绿色低碳发展是履行这一责任的前提。企业应积极采用节能环保技术，通过优化工艺流程等，降低生产过程中的能源消耗；建立完善的能源管理体系，对能源的采购、分配、使用等环节进行精细化管理；针对生产过程中产生的废料、废渣等，积极探索回收再加工途径，促使其变废为宝。

While achieving their own green and low-carbon development, enterprises can also play a bridge role in carrying out green and low-carbon education by promoting school-enterprise joint training of talents and promoting school-enterprise co-construction of research platforms. On the one hand, by integrating advantageous resources, schools and enterprises work together to formulate scientific talent training programs and create a teaching model that deeply integrates theory and practice, cultivating high-quality green and low-carbon talents for society who possess both solid professional knowledge and practical skills. In terms of cooperation content, universities can jointly carry out course teaching related to green and low-carbon technologies with enterprises, with enterprises introducing their rich practical experience and advanced technologies to combine with the school's theoretical research and educational resources; in terms of cooperation mechanisms, schools and enterprises establish long-term and stable cooperative relationships, forming a virtuous cycle of complementary advantages and resource sharing. On the other hand, through school-enterprise co-construction of research platforms, both parties jointly carry out research projects and share resources such as research equipment and data, which helps combine the innovation capabilities of universities with the market application and transformation capabilities of enterprises, accelerating the transition of research results from the laboratory to practical application, better serving the needs of green and low-carbon development; university students participating in research projects help broaden their knowledge horizons, enhance professional quality, exercise research abilities, and accelerate their growth into innovative talents with both theoretical and practical capabilities. In addition, enterprises can also cooperate with universities and research institutions, based on the development trends of industries and technology updates, to explore scientific and effective evaluation and certification mechanisms for green and low-carbon talents, formulate a set of professional evaluation standards for green and low-carbon talents covering different industrial fields and levels of needs, and promote the cultivation and development of green and low-carbon talents.

在实现自身绿色低碳发展的同时，企业还可以通过推动校企联合培养人才、推动校企共建科研平台等方式，在开展绿色低碳教育中发挥桥梁作用。一方面，通过整合优势资源，校企携手制定科学的人才培养方案，打造理论与实践深度融合的教学模式，为社会培育出既具备扎实专业知识，又掌握实践技能的高素质绿色低碳人才。在合作内容上，高校可以与企业共同开展绿色低碳技术相关的课程教学，企业引入其丰富的实践经验和先进技术，与学校的理论研究和教育资源相结合；在合作机制上，校企双方建立长期稳定的合作关系，形成优势互补、资源共享的良性循环。另一方面，通过校企共建科研平台，双方共同开展科研项目、共享科研设备与数据等资源，有助于将高校的科研创新能力与企业的市场应用及转化能力结合起来，加速科研成果从实验室走向实际应用，更好服务绿色低碳发展需求；高校学生参与科研项目，有助于拓宽知识视野、提升专业素养、锻炼科研能力，加速成长为理论与实践能力兼备的创新型人才。此外，企业还可以同高校、研究机构合作，根据行业产业的发展趋势和技术的更新迭代，探索科学有效的绿色低碳人才评价认证机制，制定一套涵盖不同产业领域、不同层次需求的绿色低碳人才职业评价标准，推动绿色低碳人才的培养和发展。

Creating a Favorable Atmosphere for Green and Low-Carbon Education in the Whole Society

在全社会营造开展绿色低碳教育的良好氛围

General Secretary Xi Jinping pointed out, "We must advocate simple, moderate, green, and low-carbon lifestyles, reject extravagance and waste, and form civilized and healthy living trends." The public is an important participant in green and low-carbon development. To promote the public to practice green and low-carbon lifestyles, guide them to actively save resources, reduce pollution, and protect the environment in daily life, and promote the formation of a resource-conserving and environment-friendly society, it is necessary to give full play to the role of families and communities, as well as actively leverage the functions of various social organizations. Through diverse forms of publicity and education activities, a good atmosphere of advocating green and low-carbon and actively practicing environmental protection should be fostered across the whole society.

习近平总书记指出，“我们要倡导简约适度、绿色低碳的生活方式，拒绝奢华和浪费，形成文明健康的生活风尚”。社会公众是绿色低碳发展的重要参与者。推动社会公众践行绿色低碳的生活方式，引导其在日常生活中主动节约资源、减少污染、保护环境，推动形成资源节约型和环境友好型社会，既要充分发挥家庭与社区的作用，也要积极发挥各类社会组织的功能，通过开展形式多样的宣传教育活动，在全社会推动形成崇尚绿色低碳、积极践行环保的良好风气。

Building an open and inclusive continuing education system in the green and low-carbon field can provide the public with rich, diverse, flexible, and convenient learning channels, meeting the learning needs of different groups at different levels. For example, for in-service personnel in different industries, carry out various forms of green and low-carbon related training such as short-term training, academic lectures, and practical education. The training content, based on industry characteristics and needs, should include courses such as energy-saving and emission reduction technology, new energy applications, and green supply chain management, helping in-service personnel comprehensively upgrade and update their green and low-carbon professional skills, truly adapting to the needs of green development and achieving lifelong learning.

建设开放包容的绿色低碳领域继续教育体系，能够为社会公众提供丰富多样、灵活便捷的学习渠道，满足不同人群不同层次的学习需求。例如，针对不同行业的在职人员，开展短期培训、学术讲座和实践教育等多种形式的绿色低碳相关培训，培训内容则根据行业特点和需求，设置节能减排技术、新能源应用、绿色供应链管理等课程，帮助在职人员全面提升和更新绿色低碳专业技能，真正适应绿色发展的形势需求，实现终身学习。

The arrival of the digital age has provided great convenience for expanding green and low-carbon education resources across the whole society. Launching a variety of online education courses in digital formats, publishing popular science articles and short videos on new media platforms, and participating in discussions on hot topics, green and low-carbon education breaks through the limitations of time and space, attracting the attention of more audiences. The organic combination of online and offline resources builds a comprehensive and multi-level learning system, providing fertile soil for enhancing the public's awareness of green and low-carbon and cultivating innovative talents with both innovative thinking and practical abilities.

数字时代的到来，为在全社会拓展绿色低碳教育资源提供了极大便利。以数字化方式推出丰富多样的在线教育课程，在新媒体平台发布科普文章、短视频以及参与热门话题讨论等，使绿色低碳教育突破时空限制，能够吸引更多受众关注。线上线下资源的有机结合，构建起全方位、多层次的学习体系，为提升社会公众绿色低碳意识，培养兼具创新思维与实践能力的创新型人才提供了肥沃土壤。

(Author: Xu Huajun, is a Distinguished Researcher of Zhejiang Provincial Research Center for Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era and Director of the Publicity Department of the Party Committee of Zhejiang University of Science and Technology)

（作者：徐华军，系浙江省习近平新时代中国特色社会主义思想研究中心特约研究员、浙江科技大学党委宣传部部长）

Online Editor: Hui Hui

网络编辑：慧慧