ABSTRACT Green Skills are considered a prerequisite for sustainability transitions. However, existing literature shows heterogenous meanings of Green Skills, which are based on normative assumptions about what is understood as ‘green’ and ‘skill’. Despite the high expectations of Green Skills as a driving force for increasing sustainability of companies and regions, there is a research gap about implementation of Green Skills in vocational education and further training, and their impact on sustainability transitions. This paper is based on a literature review and reveals a fertile field for investigation, creating clarity by systematically analysing the fragmented literature and suggesting a research agenda for economic geography and labour geography.