Türkiye'de mekânsal planlama eğitiminin iklim değişikliğine entegrasyonu için yol haritası
A roadmap for the integration of spatial planning education into climate change in Turkey
- Tez No: 949931
- Danışmanlar: PROF. DR. AZİME TEZER
- Tez Türü: Yüksek Lisans
- Konular: Şehircilik ve Bölge Planlama, Urban and Regional Planning
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2023
- Dil: Türkçe
- Üniversite: İstanbul Teknik Üniversitesi
- Enstitü: Lisansüstü Eğitim Enstitüsü
- Ana Bilim Dalı: Şehir ve Bölge Planlama Ana Bilim Dalı
- Bilim Dalı: Şehir Planlama Bilim Dalı
- Sayfa Sayısı: 141
Özet
İklim değişikliği konusu Dünya'da ve ülkemizde fiziki mekândaki tüm canlıları etkileyen bir olgudur. Nitekim iklim değişikliği hakkında incelemeler yapıldığında etkilerin tüm habitat alanlarını, doğal ve yapay su yüzeylerini, açık - yeşil alanları ve insan eliyle oluşturulmuş yapılaşmış alanları doğrudan veya dolaylı yolla etkilediği / etkileyeceği değerlendirilmektedir. Tüm bu yaşanan / yaşanacak değişimler karşısında birçok kurum ve kuruluş, ülkesel ve bölgesel alanda karar vericiler, kent ölçeğindeki yerel yöneticiler, uluslararası organizasyonlardaki aktörler iklim değişikliğini önemli bir gündem konusu olarak işaret etmektedir. Dünyada ve ülkemizde bu denli önemli olan iklim değişikliği konusu, hem literatürde yer alan çalışmalarda hem de tüm Dünyada etki alanının oldukça yaygın olması sebebiyle bu çalışmanın ana omurgasını oluşturmuştur. Bu çalışma kapsamında iklim değişikliğinin etkileri, mekânsal planlama ile ilişkisinin ve planlama eğitimindeki yerinin anlaşılabilmesi amacıyla kapsamlı literatür araştırması yapılmıştır. Yapılan araştırma sonucunda kentsel alanların iklim değişikliğinin olumsuz etkilerinin artmasında oldukça önemli düzeyde paya sahip olduğu tespit edilmiştir. Kentsel alanların oluşmasında, şekillenmesinde ve dinamik bir şekilde değişim göstermesinde mekânsal planlama mesleki disiplini öne çıkmaktadır. Bu kapsamda iklim değişikliği ile mücadelede en etkili aktörlerden biri olan planlama disiplini için eğitim konusu dikkate alınarak mekânsal planlama eğitimi kapsamında iklim değişikliğine uyum konusu irdelenmeye çalışılmıştır. Bu çalışma kapsamında Dünyada ve Türkiye'deki iklim değişikliği politikaları irdelenmiş, iklim değişikliği ile kentler arasındaki etkileşim ortaya koyulmuş ve iklim değişikliğindeki risk azaltma ve uyum uygulamaları kapsamında mekânsal planlama eğitiminin önemi ve gerekliliği ortaya koyulmuş ve bu yönde müfredata katkı sağlama amaçlanmıştır. İçerik analizi yöntemi ile ele alınan çalışmalar ve çeşitli Planlama Okulları Birliklerine üye okulların müfredatlarına dair yapılan incelemeler neticesinde; mekânsal planlama eğitiminde iklim değişikliği konusunun yaygın olarak ele alındığı gözlenmiştir. İlgili derslerin varlığı ve payı tespit edilerek bu konuların mevcut mekânsal planlama programlarına ne ölçüde entegre edildiği ortaya koyulmuştur. Belirlenen eksikliklerden yola çıkılarak, iklim değişikliğine duyarlı araştırma yapabilmeyi, tasarım süreçlerinin iklim değişikliği çerçevesinde geliştirilerek gelecekteki mekânsal plancıların kuram/bilgi, uygulama/beceri ve değer bileşenlerinin geliştirilmesi hedeflenerek mekânsal planlama eğitiminin iklim değişikliğine entegrasyonu için müfredata dair yol haritası belirlenmeye çalışılmıştır. Tez kapsamında elde edilen tüm değerlendirmeler ve uygulamaya yönelik öneriler sonucunda ülkemizde iklim değişikliği konusuna uyum / risk azaltma politikaları kapsamına ve mekânsal planlama eğitimi müfredatına katkı yapılması amaçlanmış; planlama eğitimi meslek alanında iklim değişikliği hassasiyetlerine duyarlı, risk azaltma uygulamalarını içeren ve böylece daha yaşanabilir mekânların oluşmasına katkı sağlanması hedeflenmiştir.
Özet (Çeviri)
Climate change is a phenomenon that may affect all living things on the Earth today and this effect may be worse in the future. As a matter of fact, climate change observations show that its impacts directly or indirectly effect all kinds of habitats, natural and artificial water surfaces, open and green areas, artificial or naturally generated physical structures. In the face of all these changes, many institutions and organizations, national and regional decision makers, local level administrators, and actors in international organizations contribute climate change to be as an important agenda item. Due to the fact that climate change is very important issue in the world, in our country and in the literature, it constitutes the backbone of this study Within the scope of this study, a literature review was conducted in order to understand the features of climate change and their interrelation with human settlements. As a result of the research, it was determined that urban areas have a large share in increasing the negative effects of climate change. Due to the increasing share of population and urbanization rates at the global level, cities where most of the population live presently, are critical in global climate change mitigation and adaptation efforts. Therefore, the profession of urban planning plays a critical role in the practice of spatial planning in urban areas especially with the issue of adaptation to climate change. Hence, the content of education of spatial planners needs to cover climate change agenda and its potential impacts as an alternative way to combat climate change. Climate change policies in the world and in Turkey have been examined, and the interaction between climate change and cities has been revealed, and the climate change vulnerabilities of different geographical regions have been discussed within the scope of this study. In order to contribute to the curriculum of planning schools by emphasizing the importance and necessity of spatial planning education covering the scope of climate change adaptation and risk mitigation, it is aimed to reveal the scope of this subject within the components of spatial planning education and then to reveal what needs to be done to ensure development to cover this subject. In this direction, a detailed content analysis was carried out in the literature by examining the issue of climate change adaptation and education in spatial planning. Inferences were made by using the 'content analysis' method, in which the literature research is evaluated descriptively, and the findings obtained were used to create a road map for the integration of spatial planning education into climate change adaptation in Turkey. In order to determine the role of spatial planning education in climate change adaptation a web-based research was handled through the spatial planning schools' education framework of the Planning Schools Associations in the world to clarify the integration of the spatial planning discipline into climate change subject. In this context, under the coordination of GPEAN (Global Planning Education Association Network) AAPS (Association of African Planning Schools), ACSP (Association of Collegiate Schools of Planning), AESOP (Association of European Schools of Planning), ANZAPS (Australian and New Zealand Association of Planning Schools), APSA (Asian Planning Schools Association) and TUPOB (Turkish Planning Schools Association) representing 6 different geographical regions where different effects of climate change can be observed. A curriculum search was conducted on how climate change was addressed in higher-education schools within these 6 different Planning Schools Associations. As a result of the curriculum research, the current situation was determined by revealing what has been done so far in spatial planning education on adaptation to climate change and what it covers; what needs to be done and what should be covered. The content analysis of these curriculums was evaluated in the context of knowledge, skills and values components of spatial planning education and the climate change sensitivities of these different geographical regions. As a result of the detailed search in these curriculums of Planning Schools Associations at the global scale, some findings were obtained as below; •It has been determined that the issue of climate change is handled within the scope of a single course, and no study has been found that covers the knowledge, skills and value creation components of spatial planning education and the entire curriculum. •Before accessing the home pages of spatial planning departments; It has been determined that there are various projects related to climate change on the homepages of different universities, of these universities on the open access web pages of many universities and that the majority of these projects are directly or indirectly related to spatial planning. •In the planning schools affiliated to AESOP in Europe, spatial planning students complete their undergraduate education by choosing specialization fields after completing the common compulsory courses (considered as basic courses) in the first year have. In this research, it has been determined that climate change courses are generally included in the modules that students must complete after choosing the area they want to specialize. •As a of the researches in the spatial planning curricula in diverse regions' planning schools being members of Association of Planning Schools, it has been determined that climate change issues such as adaptation to climate change and mitigation of its effects are not systematically integrated into the education programs and research activities of planning students' . •Even if the keyword 'climate change' is not included in the course title of the courses examined in detail, there are courses whose content may be related to climate change. •Considering that climate change and adaptation to climate change should be a field of expertise, it has been determined that the courses related to the subject are generally master's and doctoral programs. However, since the extensivity of master's programs are limited for fewer students receiving this level ofeducation compared to undergraduate programs completed, undergraduate programs may include these issues. •Depending on local climate change vulnerabilities, dynamics, spatial and physical characteristics of different geographical regions, the course contents vary in a limited way. •Course contents generally focus on the basic concepts of climate change the causes and effects of climate change, adaptation/mitigation to climate change and, importance of spatial planning practices, urban macroform, sustainable spatial planning practices, climate change policies, participation and governance within the scope of adaptation to climate change. As a result of the content research and analysis method of the curricula of various Planning Schools Associations, the existence and content of climate change-related courses in spatial planning education were determined and the extent to which these topics are integrated into existing urban planning programs was evaluated. Based on the deficiencies identified, a road map was determined by developing curriculum studies for the integration of spatial planning education into climate change by aiming to conduct research sensitive to climate change, to develop design processes within the framework of climate change and to develop practices and skills in this direction. As a result of all the theoretical knowledge and practical studies, it is thought that it will contribute to the formation of planning students to understand/practice and value climate change issues for contributing more livable spaces within the framework of adaptation and risk reduction policies to climate change in our country. To ensure the integration of climate change issue into spatial planning education in Turkey; •Global responsibilities and locally specific changing impacts of climate change need to be explicitly addressed, •Addressing the causes, processes and impacts of climate change with a holistic approach needs to be integrated, •National and international climate change policies should emphasize the integration of the issue with related disciplines' education programs, •Identifying different regional vulnerabilities of climate change in Turkey, which is located in the Mediterranean basin where various impacts of climate change can be extremely felt , and clearly revealing the role of spatial planning education within the scope of combating climate change, •An interdisciplinary approach to climate change curriculum development need to be developed, •Different scale impacts/interactions of climate change related curricula is needed to be integrated into spatial planning programs; •Given the increasing vulnerability of human settlements to climate change incidents, the role of spatial planning in combating climate change is clearly articulated, recognizing that issues directly related to spatial planning, such as transportation, urban form, destruction of natural areas and carbon sinks, are key drivers of greenhouse gas emissions, •The issue of climate change should be addressed not only within the scope of a single course but throughout the entire spatial planning education curriculum with knowledge, practice and value development, •Students need to take part in various projects related to climate change and spatial planning and participate in the applied learning process, •A roadmap should be developed that integrates the components of spatial planning education into climate change issues through conceptual and practical knowledge/skills and value development. As a result, the importance of spatial planning practices for combating climate change is increasing day by day in Turkey, where the negative effects of climate change will be deeply felt due to its geographical location. The importance of urban planners, who are professionals in spatial planning and the preparation and implementation of plans within the scope of combating climate change, on climate action is an undeniable fact. Spatial planning has been recognized by many scientists as a profession that can contribute positively to sustainable development and thus to adaptation to climate change and mitigation of its effects. In this context, the critical importance of integrating climate change into the spatial planning curriculum at the undergraduate education level in order to improve the capacity of spatial planning trainees on climate change has been tried to be revealed. In order to ensure the integration of climate change into spatial planning education with undergraduate level spatial planning schools in Turkey, the issue of climate change need to be integrated into the components of spatial planning education in order to enable spatial planning trainees to develop their skills to think about planning theory and practice together with the issue of climate change by understanding the importance of combating climate change in decision-making processes affecting settlements.
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