There have been calls for society to embrace lower-carbon production and consumption practices to address the growing environmental concerns, which include pollution, biodiversity loss, and environmental deterioration. This call is also linked to the achievement of the United Nations sustainable development goals (SDGs) and the need for countries to create a society that seeks to preserve the health and well-being of current and future generations. However, a global transition to a low-carbon economy that is inclusive, equitable, and socially responsible can be achieved through the contributions of individuals who are equipped with green skills to support the SDGs. Using a qualitative research approach and qualitative content analysis (QCA), the current study examined how microlearning could serve as a strong instructional approach and tool to promote the development of green skills among individuals and the green skills ecosystem. The findings show that microlearning, which is characterised by technology-mediated processes, multi-facilitation approaches, and bite-sized pieces of information, could be effectively and adequately used to support the development of green skills across businesses and substantially reduce pollution, biodiversity loss, and environmental deterioration. The study concludes by arguing that by leveraging the important features of microlearning, such as the brevity of learning experiences, clarity of content, easy accessibility to learning resources, and the ability of trainees to combine their work schedules with the training programme, many individuals will be equipped with green skills to contribute to the achievement of the SDGs.