As countries work to "build back better" from COVID-19, the education sector has a once in a lifetime opportunity to build back differently. Unprecedented school disruptions have laid bare how existing inequalities within education systems, including those structured along the intersections of gender and poverty, are exacerbated in times of crisis. A post-COVID-19 vision must aim to radically transform the underlying economic systems of inequity and social structures of inequality that are at the root of the present suite of socioecological crises. While the vision must be determined from the bottom up, this paper attempts to define how we might get there. Specifically, this paper presents a heuristic approach intended to provide climate and education decisionmakers with: 1) a framework for conceptualizing the green skills needed to catalyze both technical and social transformation and 2) a tool for considering three approaches to quality education for climate action. Taken together, the framework presents a "new green learning agenda" in which each approach helps to solve a different aspect of the climate crisis in the spirit of the Paris Agreement--that is, through the lens of justice, equity, and fairness. As such, this framework offers proposals to ensure the needs and experiences of those often most vulnerable to the impacts of climate change and social inequity, especially girls and women, are prioritized. [Funding was provided by the Malala Fund.]