Özet:

Pandemics, epidemics, climate crisis and disasters, which have shown their devastating effects in recent years in the physical environments that every individual is in constant contact with, have made the health of the physical environment and healthy living in this environment a focal point. The most populous population in socio-physical environments, which are at the focal point of global policies, is in cities, and this situation brings about the effects of climatic crisis, pandemics and epidemics to be experienced more intensely in cities. In this context, this article examines healthy living environments through cities as an environmental scale. When cities are associated with the Healthy Cities Network, which aims to contribute to health, well-being and equality in this field, in addition to the structuring of the physical environment, investment in social determinants, education and awareness of individuals, partnership, cooperation, participation and governance between stakeholders come to the fore. In the current Phase 7 of the Healthy Cities Network and the UN Agenda, reducing inequalities across all social strata is emphasized, and action areas focusing on social groups aim to improve skills, employment and work opportunities for healthy living in sustainable communities and places, and to eliminate negative impacts on health. Lifelong learning, which is the focal point of learning cities, aims to support the city dwellers to acquire the necessary skills and competencies for the sustainable development of society, environment and economy. With the learning cities approach, it is possible to create a society that gains awareness of their own health, environmental health, environmental and spatial use and preferences, awareness of individual and social responsibilities, harmony and cooperation, participation, governance, rights and responsibilities through the development of users' knowledge. Learning cities can be constructed as a holistic network in terms of awareness, knowledge and skill development, socialization of individuals through lifelong learning, creating a common health communication between different stakeholders and combating inequalities with fair access to educational opportunities. In this context the learning city approach that structures social dynamics is evaluated as an integrated physical construct for a healthy city in this study. As a result of the evaluation made through a conceptual scheme in which the potentials of learning city dynamics for healthy cities are expressed, recommendations are developed within the scope of learning healthy cities with an integrated city building approach.

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