Page 62 - Green Finance 2024

developing effective green finance education programs. This support should include the

integration of green finance as a core objective within the curriculum, allowing educators

to design relevant courses and materials.

Additionally, the research highlights the need for professional development

opportunities for educators, as well as access to resources and knowledge-sharing

platforms related to green finance. Such investments will empower educators to deliver
high-quality green finance education and stay current with evolving industry practices.

Despite the absence of formalized green finance education programs, educators have

demonstrated their commitment by engaging in research, guiding student projects, and

organizing extracurricular activities related to green finance. This grassroots effort
underscores the potential for growth in this field.

4.2.6. Identification of Gaps in Educator Training

Based on educators’ perspectives, the study may identify gaps in training or professional
development opportunities related to green finance education. This information can

guide institutions in designing targeted training programs to enhance educators’

capabilities and keep them abreast of industry advancements.

The prevailing scenario in the teaching of green finance at the surveyed universities
indicates a shortfall in green finance education, with an evident lag behind real-world

developments in the field. In relation to the gaps in green finance education, one educator

observed:

“At present, we are embracing the ‘trend of the circular economy and sustainable
development,’ yet we seem to overlook the fact that the circular economy stems from

green finance, and green finance constitutes a vital component of sustainable

development.”

The primary gap in green finance education is the absence of a comprehensive legal
policy framework pertaining to green finance.

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