體驗未來：以多元學習方法探究學生未來意識

Experiencing the Future: Investigating Students’Future Consciousness Through Diverse Learning Methods

未來學教育的核心目的主要是在於培養學習者具有遠見（foresight）的能力。其基本假設主張：每一個人都應該是未來學家，以因應全球社會不斷加劇的非連續性變動，以及來自創新科技所帶動的多樣性社會經濟革命。本研究聚焦於數位原民（digital native）與數位移民（digital immigrant）的世代差距，試圖理解在快速的社會革新中，教師該如何協以整合途徑來體驗學習，使學習者真正改變與創造未來。本研究以通識核心課程未來學門「社會未來」課程之修課學生為研究參與對象，探討在教學實踐中運用整合方法之未來學工作坊的12個活動，如何增進學習者的學習動機，並豐富其學習成果。研究結果顯示，在培養學生前瞻性思維和適應能力方面，透過創新教學設計，能有效提升學生的學習興趣和成效，尤其對「無動力世代」具有顯著的正向影響。此外，強調未來取向的知識目標，並運用體驗學習來培養學習者的未來意識，可以促進其參與和塑造未來的能力。

This study explores the core purpose of future education, which is to cultivate learners’ability to possess foresight. The fundamental assumption is that everyone should be a futurist in responding to the increasing discontinuities in global society and the diverse socioeconomic revolutions driven by innovative technologies. This study aims to understand how, amid the generational gap between digital natives and digital immigrants, teachers can integrate experiential learning approaches to enable learners to truly transform and create the future during times of rapid social innovation. Using students from the core general education course“Social Futures”as research participants, this study examines how the integration of methodologies in a futures workshop comprising 12 activities can enhance learners’motivation, enrich their semester outcomes, and realize the possibility of experiencing the future. This study reveals that innovative teaching design effectively enhances learning interest and outcomes, especially for the“unmotivated generation,”and highlights the importance of future-oriented knowledge goals. Employing experiential learning to foster learners’future consciousness promotes their participation in and capacity to shape their future.