從國際經驗反思臺灣永續發展教育之實踐途徑：現況分析與精進策略

Reflecting on International Experiences to Enhance Taiwan’s Education for Sustainable Development: Current Status Analysis and Promotion Strategies

本研究旨在探討國際間推動永續發展教育（Education for Sustainable Development, ESD）的政策脈絡與實踐經驗，並反思國內推動ESD所面臨之困境，提出具體且可行的精進策略。研究採系統性敘述文獻回顧法（Systematic narrative review），透過SCOPUS學術資料庫，蒐集2012至2023年間國際間有關ESD政策實踐之研究文獻，共篩選出16篇具代表性論文進行分析。
研究發現，國際間成功推動ESD之關鍵包括：建立清晰且系統化之政策架構、積極促進跨部門合作與社區參與、推動行動導向課程設計、強化教師ESD專業素養，並透過創新教學模式（如教學—研究—實踐聯繫網絡，TRPN）有效連結理論與實務。相較之下，國內雖已初步制訂相關政策措施，但在資源整合、跨部門協作及教師專業素養發展方面仍明顯不足，導致政策落實成效有限。
因此，本研究建議應從宏觀（國家）、中觀（地方）與微觀（學校）三層次同步著手：國家層面宜明確訂定ESD法源、推動策略與監測機制；地方政府應強化社區參與及跨部門協作網絡；學校端則應培養校長與教師之永續教育領導素養，積極推動跨學科及行動導向課程，以培育具批判思維與系統整合能力之永續公民。本研究透過國際經驗的反思與對照，提供具體多層次推動策略，可作為國內教育行政實務推動ESD之重要參考依據，促進教育體系全面邁向永續發展。

This study aims to explore the policy contexts and practical experiences associated with the international implementation of Education for Sustainable Development (ESD), and to critically reflect upon the challenges encountered in Taiwan, thereby proposing concrete and feasible strategies for improvement. A systematic narrative review methodology was adopted, employing the SCOPUS database to identify relevant international research literature published from 2012 to 2023 concerning ESD policy practices. After rigorous screening, 16 representative articles were selected for in-depth analysis.
The study found that key factors contributing to the successful international promotion of ESD include establishing clear and systematic policy frameworks, actively fostering cross-sectoral collaboration and community participation, developing action-oriented curricula, enhancing teachers' professional competencies in ESD, and employing innovative pedagogical models—such as the Teaching-Research-Practice Network (TRPN)—to effectively bridge theory and practice. In contrast, while Taiwan has initiated certain ESD-related policies, there remain significant gaps in resource integration, intersectoral collaboration, and the professional competencies of teachers, resulting in limited effectiveness of policy implementation.
Therefore, this study recommends a multi-level strategic approach that addresses macro (national), meso (local), and micro (school) levels simultaneously. At the national level, it is essential to establish a clear legislative basis for ESD, develop explicit implementation strategies, and implement effective monitoring mechanisms. Local governments should reinforce community engagement and cross-sectoral collaboration networks. At the school level, principals and teachers' ESD leadership capacities should be strengthened, promoting interdisciplinary and action-oriented curricula designed to cultivate students' critical thinking and integrative capabilities. Through comparative reflection on international experiences, this study contributes specific and multi-dimensional recommendations that can serve as a significant reference for educational policymakers and practitioners in Taiwan, guiding the education system toward comprehensive and effective sustainable development.