Transforming the School Environment as a Living Laboratory in Environmental Geography-Based Climate Change Mitigation

Abstract

This study examines the transformation of school environments into living laboratories as an innovative approach to climate change mitigation based on environmental geography. The objective of this research is to analyze how the integration of physical environmental eleents, spatial analysis, and human behavior within school settings can contribute to climate change mitigation at a local scale. This study employs a qualitative descriptive method with a conceptual and literature-based approach. Data were collected from scientific journals, books, and relevant publications related to environmental geography, climate change mitigation, and environmental education. The results indicate that transforming school environments through vegetation management, sustainable spatial planning, and environmentally friendly behavioral practices can significantly reduce carbon emissions and improve microclimate conditions. Furthermore, the use of geospatial technologies such as Geographic Information Systems (GIS) enhances students’ understanding of spatial environmental dynamics. This transformation not only strengthens environmental awareness but also positions schools as active agents in climate change mitigation. The study highlights the importance of integrating education, environment, and spatial technology in addressing global environmental challenges at the micro level.