數位教科書對學生全球公民素養的啟示──以PISA 2022為例

Insights Into Students’Global Citizenship Competence Through Digital Textbooks: Data From the Programme for International Student Assessment 2022 Database

本研究關注在教科書的數位化的環境下，學生是否可以與全球社會有更緊密的連接。本研究探討各國在教科書數位化的實踐情形，並以國際學生能力評估計畫（PISA）2022年資料庫中，32國之257,569位15歲學生為研究對象，分析使用數位教科書國家的學生和非使用數位教科書國家的學生在資訊與通訊科技素養上的差異。研究結果發現：（一）多數國家重視數位科技在教育上的應用，積極投入數位教科書與數位教育資源的開發；（二）臺灣學生普遍具備資訊與通訊科技素養，在「近用、評估與管理資訊資料」、「運用數位環境與運算思維解決問題」層面顯著高於各國平均；（三）使用數位教科書國家學生較非使用數位教科書國家學生具備資訊與通訊科技素養。並針對結果，提出具體建議。

This paper examines the potential for students within the context of digitalized textbooks to establish closer connections with global society. It explores the implementation of digital textbooks across various countries and analyzes data from the Programme for International Student Assessment (PISA) 2022 database, which includes data on 257,569 students aged 15 years from 32 countries. These data are used to analyze the differences in information and communication technology (ICT) competence between students in countries that use digital textbooks and those that do not. The findings indicate the following. First, many countries emphasize the integration of digital technology into education, focusing on the development of digital textbooks and educational resources. Second, students in Taiwan typically exhibit a high level of ICT competence, substantially surpassing the international average in the dimensions of“accessing, evaluating, and managing information and data”and“problem-solving in a digital context and computational thinking.”Third, students from countries that utilize digital textbooks demonstrate higher levels of ICT competence compared with those from countries without such resources. Fourth, in environments involving digital textbooks, students exhibit enhanced abilities to search for and share information and create media. On the basis of these findings, this paper offers specific recommendations.