This article discusses the impact of the dual ecological and digital transition on the demand for job skills, as well as the necessary transformations in education systems to address these changes effectively and equitably. The reconfiguration of production processes generates a growing need for digital, green and transversal skills. Digitization drives the demand for advanced technology skills, such as programming, data management, and artificial intelligence. At the same time, the ecological transition requires knowledge of renewable energy, circular economy, energy efficiency and environmental management. Both transformations also underscore the importance of soft skills such as adaptability, problem-solving and change management.

In Catalonia and Spain, the evolution of the labour market highlights the necessity for continuous, transdisciplinary training that incorporates these new requirements. To meet these challenges, innovative training strategies, active learning methodologies, and close collaboration among companies, educational institutions, and public administrations are essential. Finally, ensuring an inclusive transition is crucial to prevent inequalities and guarantee that social, economic, and environmental benefits are evenly distributed. The success of this twin transition will rely on the adaptability of education systems and their connection to labour market needs.

Soft skills – the ability to manage yourself, manage others, and the tasks you perform – are increasingly seen as essential for success in the labour market. Traditionally, soft skills have been considered transversal competences, i.e., competences required in a wide range of occupations and activities. However, there is little evidence to assess the extent to which this is true. This article presents evidence of the degree of transferability and transversality of soft skills in the labour market using data from 1.7 million online job offers in Catalonia. This data covers a broad segment of the labour market and captures the demand for different skills from companies with a high level of granularity. Our results indicate that soft skills are not highly transversal, except for a small subset of broadly demanded and transferable skills. Our results point to the need to stop treating the terms soft skills and transversal skills as synonyms. On the contrary, soft skills should be considered specific skills, the need for which and their relevance vary significantly between different occupations and sectors. Identifying these specific competence needs and prioritizing their teaching will be essential to building an effective and prepared workforce.