<p>With the increase in the population on a global scale, production and consumption activities have diversified in line</p><p>with the changing multifaceted conditions and have caused a rapid increase. The rapid change experienced has been</p><p>a major factor in the emergence of concepts such as global warming, climate change, and carbon footprint as a result</p><p>of excessive destruction and modification of natural resources. Carbon footprint is the total amount of greenhouse</p><p>gas emissions, expressed as carbon dioxide (CO2) in tonnes, associated with all activities of people, institutions,</p><p>services, goods produced and consumed, and buildings. Carbon footprint is also an important component of</p><p>ecological footprint. The carbon footprint is the carbon dioxide equivalent measure of greenhouse gas emissions</p><p>caused directly or indirectly by a product's life cycle or an action. Considering the impact of carbon emissions and</p><p>carbon dioxide-related pollutants on the climate, achieving a zero-emission target in efforts to reduce climate change</p><p>and carbon footprint is among the top priorities of countries today. In particular, construction and operation energy</p><p>use related to buildings accounts for 40% of carbon emissions worldwide. One of the most important action areas in</p><p>realizing this target is educational institutions and spaces. In particular, a large proportion of school spaces</p><p>(buildings and gardens) are rapidly aging and becoming increasingly inefficient. This can lead to unnecessary carbon</p><p>emissions and high electricity bills. New school spaces are not being built by the neutral carbon approach, which will</p><p>bring many opportunities for school spaces to be prioritized to minimize resource consumption, carbon emissions,</p><p>and usage costs. In addition, educational institutions play an important role in helping students and society develop</p><p>a greater understanding and sensitivity to environmental issues, especially carbon footprinting, and act as a catalyst</p><p>for community involvement. Through education, students can internalize sustainable practices that can significantly</p><p>reduce their carbon footprint at an early age, raising their awareness and providing them with important positive</p><p>attitudes and behaviors for the future. The implementation of sustainability initiatives such as school gardens can lead</p><p>to an interaction that will promote sustainability and mobilize students and staff to further increase the sustainability</p><p>of the campus. In this context, it is important to make appropriate use of the school period, when students' natural</p><p>curiosity and desire to learn are intense, for children to recognize the environment they live in, develop positive</p><p>attitudes towards the environment, gain awareness of environmental problems and carbon footprint, and to gain</p><p>awareness of environmental protection. Educating students about their carbon footprint will enable them to make</p><p>conscious choices that will reduce their environmental impact. Educational initiatives ranging from energy saving</p><p>and waste reduction to environmentally friendly transport by encouraging critical thinking and problem-solving skills</p><p>will have a cumulative impact on carbon emissions. In this context, the landscape spaces of educational institutions</p><p>will provide an important opportunity to realize the above-mentioned goals. In this study, the relationship between</p><p>carbon sequestration and storage of educational spaces (buildings and gardens), planning and design strategies to</p><p>reduce carbon footprint by taking into account the necessary legal regulations for combating climate change will be</p><p>revealed.</p>