The modern university is increasingly viewed not only as a center of science and education, but also as a living ecosystem in which infrastructure, everyday practices, and management decisions become part of the educational process. The concept of a "green campus" goes beyond technical solutions—energy-efficient buildings, solar panels, or waste separation systems—and acquires profound pedagogical significance: it fosters a culture of responsible consumption, environmental awareness, and civic responsibility in students, faculty, and staff through everyday experience. This article analyzes how the physical and social environment of a university can be consciously designed as a pedagogical resource that contributes not only to reducing its ecological footprint but also to the development of sustainable development competencies. This article examines Russian and international cases demonstrating the transition from "green infrastructure" to "green culture," as well as the barriers and conditions necessary for a campus to become more than just a place of learning, but a space for shared sustainability principles.
green campus," pedagogical environment, sustainable development, environmental culture, responsible consumption, university environment, ESD (education for sustainable development), environmental awareness, infrastructure as pedagogy, and environmental behavior.
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