十二年國教教師環境素養知識與態度之研究以低碳旅遊為案例議題

A Study on Teachers' Environmental Literacy Knowledge and Attitudes in the 12-Year Basic Education: A Case Study on Low-Carbon Tourism

本研究旨在探討十二年國教教師於低碳旅遊議題上的環境素養知識與態度，並分析教師環境素養與其教學行為之關聯性。低碳旅遊因應氣候變遷而興起，強調在旅遊過程中降低碳排放，以兼顧生態保育與永續發展。本研究以十二年國教教師為對象，透過問券調查法，收集並分析398份有效問券，探討教師在「永續發展素養知識」、「生態保育素養知識」、「永續發展素養態度」及「生態保育素養態度」等構面之現況，並檢視上述環境素養對其負責任環境行為之影響。研究發現，教師整體在環境素養知識與態度方面表現良好，尤其在生態保育知識及永續發展態度上具較高認知。然而，對政策導向如聯合國永續發展目標（SDGs）、2050净零排放及循環經濟概念之認知尚待加強。此外，教師的環境素養知識與生態保育態度對負責任環境行為有顯著正向影響，尤其是永續發展素養知識與生態保育素養態度為最強的預測因子，顯示提升教師相關知識及態度，能有效促進其於教學與生活中實踐低碳行動。本研究結果有助於相關教育主管機關與學校制定更具成效的環境教育課程，進一步強化十二年國教教師之低碳環境素養，落實永續教育目標。

This study aimed to explore teachers' environmental literacy knowledge and attitudes toward low-carbon tourism within Taiwan's 12-Year Basic Education system and to analyze the relationship between teachers' environmental literacy and their teaching behaviors. Lowcarbon tourism has emerged in response to climate change, emphasizing the reduction of carbon emissions throughout travel activities to balance ecological conservation and sustainable development. Using a questionnaire survey, data were collected from 398 valid responses from teachers involved in Taiwan’s 12-Year Basic Education. The survey examined teachers’current status across dimensions including“knowledge of sustainable development,”“knowledge of ecological conservation,”“attitudes toward sustainable development,”and“attitudes toward ecological conservation,”as well as the influence of these dimensions on responsible environmental behaviors. The findings indicated that teachers generally exhibited high levels of environmental literacy knowledge and positive attitudes, especially regarding ecological conservation knowledge and sustainable development attitudes. However, their understanding of policy-oriented concepts such as the United Nations Sustainable Development Goals (SDGs), Taiwan’s 2050 net-zero emissions target, and circular economy concepts require further enhancement. Additionally, teachers' environmental literacy knowledge and ecological conservation attitudes demonstrated significant positive impacts on responsible environmental behaviors. Specifically, knowledge related to sustainable development and attitudes toward ecological conservation emerged as the strongest predictors, suggesting that enhancing teachers' knowledge and attitudes can effectively encourage the implementation of low-carbon actions in both teaching practices and daily life. These results provide valuable insights for educational authorities and institutions to develop more effective environmental education curricula, thereby strengthening teachers' environmental literacy and facilitating the realization of sustainable educational objectives within Taiwan’s 12-Year Basic Education system.