Giving up peat will have both social and economic impacts in the Lapland region. The training of young people without vocational training and those leaving the peat sector, as well as retraining in fields other than peat, secures the vitality of the area and the strengthening of substitute livelihoods. The project responds to the objectives of a just transition 1) by developing vitality to retain and attract companies, investments and labour, and 2) by promoting the growth of business life through education and RDI activities. The project's activities intersect 1) at the interface between retraining and acquiring new skills and 2) New solutions for renewable, low-carbon and energy efficiency. In order to minimise the regional adverse impacts caused by the transformation of the energy sector, the project's actions will have a positive impact on the creation of new and replacement business and employment opportunities, for example, by increasing the use of renewable energy. In line with the second type of action, the project will promote the integration of young people and those who may not have vocational qualifications, the reskilling and acquisition of workers and jobseekers, flexible and personalised training paths and the development of training opportunities. The aim of the project is to update and develop REDU's forest learning environments with new technology, thereby strengthening students' competence development and responding to the goals of the green transition and future expert needs by developing cooperation with Lapland University of Applied Sciences and forest sector companies. Future competence needs arise from the factory investments made by forest sector operators in Northern Finland and from environmental changes caused by peat sector entrepreneurs and other operators in the peat sector. The aim of the project is to build a learning environment that would serve future experts. The focus of development is on developing skills and opening up new kinds of employment opportunities, as well as responding to local and regional labour needs. New learning environments offer experiential learning and learning experiences. Augmented (XR), augmented reality (AR) and virtual reality (VR) are also expanding learning environments. The added value of XR, AR and VR is potentially to overcome the limitations of the physical environment: to produce activities and experiences that should be realized, otherwise impossible due to risk or cost. Creativity and experientiality are genuine opportunities in augmented reality environments. The immersiveness of virtual XR/AR/VR environments can strengthen the learning experience and thus promote the assimilation and understanding of information on a deeper level, which can be utilized, for example, in learning complex concepts and phenomena: for example, visualizations and interactive scenarios could help to perceive abstract concepts or the systematics of phenomena, for example, forest machine maintenance and understanding systems in real working conditions, and as a virtual model online. A learning environment built around a genuine forest machine and forest offers high-quality learning opportunities. Learning environments enhance learning and shorten learning time, which supports the transition to working life and the availability of skilled labour in the region. The learning environment enables energy-efficient and emission-free training according to the student's individual needs, which saves training on construction site machines and thus has a direct impact on reducing the consumption of fossil fuels. Companies and students gain expertise in modern technologies from the environment. The project is implemented as a pair of the Digital Learning Environment Project for Forest Work investment project (902396).