In this study, we provide, to our knowledge, one of the first multidimensional, data-driven evaluations of green education performance in Turkish higher education, combining the THE Education Score, THE Impact Score, and the UI GreenMetric Education correlation analysis; robust regression models; composite indices under equal, PCA, and entropy-based weighting; and exploratory k-means clustering. Results show that integration of sustainability into curricula and research is the most consistent predictor of SDG-oriented performance, while institutional size and ownership exert limited influence. In addition, we propose composite indices (GECIs). GECIs confirm stable top performers across methods, but mid-ranked universities are volatile, indicating that governance and strategic orientation matter more than structural capacity. The study contributes to international debates by framing green education as both a measurable indicator and a transformative institutional practice. For Türkiye, our findings highlight the need to move beyond symbolic initiatives toward systemic reforms that link accreditation, funding, and governance with green education outcomes. More broadly, we demonstrate how universities in middle-income contexts can institutionalize sustainability and provide a replicable framework for assessing progress toward SDG 4.
Bediha ŞAHİN (Tue,) studied this question.
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