Abstract
Within the UNESCO Global Network of Learning Cities (GNLC), this study examines how public spaces function as learning environments that support community-based climate action. It aims to demonstrate that public spaces—such as squares, community gardens, ecological parks, cultural and learning centers, temporary or mobile spaces, and coastal areas—serve not only as physical environments but also as platforms that foster climate literacy and collective participation. These spaces support knowledge sharing, community mobilization, and resilience-building through participatory learning strategies and design approaches that incorporate environmental sensitivity. Adopting a qualitative research approach, the study examined public space initiatives aimed at fostering social learning about the climate change across all 11 “learning cities” in Türkiye and conducted a comparative analysis. Guiding documents published on the official UNESCO website were systematically reviewed, and through this analysis, the dimensions of “educational public spaces”—including educational, environmental, spatial, and administrative aspects—were identified. Türkiye’s learning cities were then analyzed and compared against these criteria, and recommendations were developed based on their identified strengths and weaknesses. The study finds that public spaces in Türkiye can be used effectively as an educational tool for addressing local climate issues, and it emphasizes the need to integrate the conceptual and practical dimensions of society, action, and space.