["International Journal of Art &Design Education, EarlyView. ", "\nAbstract\nThis study examines how ecological awareness is fostered through art education in Turkey from the perspective of artist‐teachers who teach in higher education and integrate their artistic and teaching practices. Designed as a qualitative study, data were collected via semi‐structured interviews with artist‐teachers working in various regions of Turkey. Participants were selected using purposive sampling based on their delivery of ecology‐focused lessons and active involvement in ecological art practices. The findings indicate that, whilst ecological art serves as a pedagogical tool supporting environmental awareness, it also contributes to the formation of a relational pedagogical space that emerges at the intersection of art production and teaching practice. In this field, ecological awareness is cultivated through experiential, process‐oriented, and critical forms of learning. The fact that artist‐teachers pursue their production and teaching processes in tandem repositions teaching as an extension of artistic practice and transforms learning environments into multilayered structures. The study conceptualises this intersection as a ‘third‐site’ pedagogical field and argues that ecological awareness emerges within relational processes in which art and pedagogy mutually constitute one another. In this respect, the research offers a conceptual contribution to rethinking artist‐teacher practice, ecological pedagogy, and art education within the framework of sustainability and proposes a new platform for discussion regarding how ecological awareness is pedagogically produced.\n"]