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Greening, as a concept, is becoming an essential component of contemporary urban planning worldwide, and universities have begun adopting green policies. While there are numerous studies on climate change, green infrastructure, ecology, and sustainability in planning practice, limited scientific research explores how these concepts are embedded within the educational landscape. This paper aims to develop a methodological framework for mapping the “educational greenscape” by evaluating three levels of higher education in a top-down manner: (01) university, (02) faculty, and (03) subject. The research methodology relies on: an extensive literature review and content analysis; a multi-level case study of the University of Belgrade, focusing on an expert survey based on the European University Association framework; curriculum content evaluation at the Faculty of Architecture, using predefined keywords; and the identification of green interventions and their implementation within the subject “Sustainable Territorial Development,” at the Faculty of Architecture. The specific findings indicate that green activities at the institutional level lack resources, communication, and governance. At the faculty level, there is an apparent need for a more even distribution of green urban planning approaches across different faculty courses. However, subject-level assessment showed the successful implementation of the green urban planning concept into teaching and learning methodologies, with it showing transformative potential and providing a universally applicable methodological framework for mapping the educational greenscape. Full article