İklim Krizi Çağında Türkiye Yükseköğretiminde Yeşil İnovasyon ve Dönüşüm Stratejileri
Öz
Küresel ölçekte derinleşen iklim krizi, sadece çevresel değil; ekonomik, sosyal ve kültürel boyutlarıyla da insanlığın geleceğini tehdit eden çok yönlü bir vakadır. Yükseköğretim kurumları, bilgi üretimi, insan gücü yetiştirme ve sosyal sorumluluk işlevleri nedeniyle yeşil dönüşümün temel aktörleri arasında yer almaktadır. Bu çalışma, Türkiye Yükseköğretim sisteminin yeşil inovasyon ve dönüşüm stratejileri kapsamında nasıl yeniden yapılandırılması gerektiğini çok boyutlu biçimde analiz etmektedir. Çalışmada öncelikle yeşil dönüşümün küresel boyuttaki gerekçeleri, stratejileri ve eğitimle ilişkisi irdelenmiş; ardından Türkiye’nin Paris Anlaşması, Avrupa Yeşil Mutabakatı ve 2053 Net Sıfır Emisyon hedefi doğrultusundaki yükümlülükleri değerlendirilmiştir. Yükseköğretim Kurulumuzun bilimsel temelli öngörülerle uyumlu çalışmaları ve güncel uygulamalara dayalı olarak Yükseköğretim sisteminde yeşil dönüşümün bütüncül bir modelle gerçekleştirilmesi gerektiği sonucuna varılmaktadır. Eğitim politikalarının çevre odaklı bir yaklaşımla yeniden şekillendirilmesi, yalnızca bireysel bilinçlenme değil; aynı zamanda ulusal kalkınma stratejileriyle bütünleşen yapısal bir dönüşüm için elzemdir. Türkiye Millî Eğitim Bakanlığı ile Yükseköğretim Kurulu’nun son yıllarda eğitim sisteminde yeşil dönüşümü destekleyici adımlar attığı gözlemlenmektedir. Bu çabaların sistematik ve kurumsal bir yapıya kavuşturulması amacıyla ilk olarak sürdürülebilir kalkınma, iklim değişikliği ve çevre yönetimi alanlarında uzman insan kaynağı yetiştirmeye yönelik yeni lisansüstü programların açılması ve tematik araştırma enstitülerinin kurulması gerekmektedir. Bu kuruluşlar, Türkiye’nin yeşil dönüşüm vizyonuna akademik katkı sağlayacak stratejik merkezler niteliğinde olacaktır.
Anahtar Kelimeler
Green Innovation and Transformation Strategies in Turkish Higher Education in the Era of Climate Crisis
Öz
Introduction: The deepening global climate crisis poses a multifaceted threat to the future of humanity—not only environmentally, but also economically, socially, and culturally. One of the most fundamental strategies developed in response to this crisis is the green transformation, which necessitates comprehensive reforms across all sectors of society—particularly within education systems. Higher education institutions, due to their roles in knowledge production, human resource development, and social responsibility, are among the primary actors in this transformation. This study provides a multidimensional analysis of how the Turkish higher education system should be restructured within the framework of green innovation and transformation strategies. There is an increasing need in our country for Green Transformation Experts and technically skilled intermediate staff. This demand has emerged as a result of climate change, which represents a relatively new and rapidly evolving challenge. The accelerating pace of climate change and the urgent need for green transformation constitute a significant burden and responsibility. The primary objective of this study is to comprehensively explore how the green transformation can be integrated into the Turkish higher education system; to assess the demand for green skills, human resource competencies, and the need for curriculum reform; to develop policy recommendations in light of Türkiye’s national and international commitments; and to discuss the scientific foundations of this transformation.
Method: It first examines the global rationale, strategies, and educational implications of the green transformation. Subsequently, it evaluates Türkiye’s commitments in alignment with the Paris Agreement, the European Green Deal, and the 2053 Net-Zero Emissions target. In the process of integrating Turkish higher education policies with the Sustainable Development Goals (SDGs), the study outlines the necessary steps to be taken in areas such as interdisciplinary curricula, green skills-based programs, research initiatives, and community engagement practices.
Results: Based on scientific foresight and current institutional practices, it is concluded that a holistic model of green transformation must be implemented within the higher education system. Reconfiguring education policies through an environmentally oriented approach is essential not only for fostering individual awareness, but also for enabling a structural transformation that aligns with national development strategies. The recommendations presented in this context aim to provide actionable roadmaps for policymakers, academics, and educational leaders. They prioritize the cultivation of graduates who are sensitive to sustainability, equipped with green workforce competencies, and capable of environmental leadership. It is observed that, in recent years, both the Turkish Ministry of National Education and The Council of Higher Education have taken steps to support green transformation in the education system.
Conclusion: It is evident that the Turkish higher education system must be restructured from a green transformation perspective. Higher education institutions are expected not only to raise environmental awareness but also to educate individuals equipped with green skills—innovative, responsible leaders capable of driving sustainable development. In this context, interdisciplinary curricula, hands-on green education models, research-driven sustainability centers, and lifelong learning approaches developed in collaboration with society are of critical importance. In line with national and international strategic goals, universities must align their infrastructure, governance, and research policies with sustainability principles. Furthermore, the development of new academic programs that respond to the green skills demanded by labor markets, capacity-building for faculty in sustainability pedagogy, and the transformation of governance systems to be inclusive, participatory, and environmentally friendly are essential. In order to institutionalize and systematize the efforts, the establishment of new graduate programs and thematic research institutes focused on sustainable development, climate change, and environmental management is required. These structures will serve as strategic centers that provide academic contributions to Türkiye’s green transformation vision.
Anahtar Kelimeler
