In order to approach a system change towards a circular economy model (CE) in Europe, the entrepreneurial activities of young people need to be encouraged to achieve the Green Deal (GD) goals. This article presents the evaluation results of young people’s awareness and attitudes towards the CE and the GD. The data used in this study was collected by surveying 286 young people from five European countries. The questionnaire covered four areas: (1) belief, (2) knowledge, (3) competence, and (4) young people’s ability to deal with the CE. Descriptive and exploratory factor analysis (EFA) was conducted to analyse the questionnaire on the basic factors that motivate young people to the CE and GD. A literature review was conducted to identify the main research concepts and connections. A review included two phases, the first encompassing a search through the Web of Science (WoS) Core Collection for research papers meaningful for further research, followed by Leximancer analysis. The analysis showed that young people believe in the principles and priorities of CE but do not receive enough support to participate and implement the priorities actively. Formal education does not provide enough knowledge to work in this field actively. They are primarily undecided about their understanding of the principles of CE. Responses to whether they can implement the project, business, or entrepreneurial ideas are also uninspiring. Young people do not see themselves as creators of change towards the CE. However, it is encouraging that they approach the CE from different angles and show responsible behaviour in everyday life. Young people’s ability to reason, think, evaluate, connect, and create new solutions for the CE is not enviable. Most respondents did not comment on their competence in concepts of the GD and CE. It is encouraging to know that they have already heard about the CE’s goals and action plan. Young people do not show significant skills in the practical implementation of CE principles. The analysis has shown that young people are particularly unable to reason, think, and evaluate in an entrepreneurial way when linking the CE to business opportunities. Relating them to business models and entrepreneurship also seems to be problematic. As a result, the majority of them are unable to design, develop, and create new business solutions.

The DECIDE project entitled “Career choices competencies for the post-pandemic future using multicriteria decision-making”, aimed to empower young individuals in their career decision-making by providing them with personalised learning sources and tools to monitor the development of essential career competencies. This paper presents the findings from evaluating two key components of the DECIDE project: an e-guide for developing career competencies and a web-based application that monitors individuals’ progress in competency development. These tools help young people identify the skills and knowledge they lack to meet the demands of employers for sustainable and innovative career paths. The e-guide was designed as a self-learning programme that guides users through interactive models focused on building the competencies required for sustainable and innovative career profiles. Pre-tests and post-tests were developed to assess the effectiveness of the e-guide and measure the participants’ competency levels before and after engaging with the learning content. The application utilises advanced algorithms and visualisation techniques to analyse pre-test and post-test data, identify competency gaps, and provide users with a clear understanding of their competency development progress and areas for further improvements. The results of the testing and user feedback indicate that the developed tools positively impacted the development of career competencies. The study reveals that the e-guide provided educational value and effectively supported self-directed learning. At the same time, the web-based application offered a valuable tool for self-assessment and identifying competency gaps in career decision-making.