師資生國際教育培育研究的系統性文獻回顧：期刊與碩博士論文之檢視

A Systematic Literature Review of International Education Research on Preservice Teacher Education: An Examination of Journal Publications and Graduate Theses

本研究旨在回顧與分析「國際教育2.0」計畫六年來（2020–2025）臺灣針對師資生之國際教育研究成果。首先透過敘事文獻回顧釐清計畫願景、教育目標與策略；其次採系統性文獻回顧方法，檢視近年相關研究，並比對其培育成效是否對應計畫目標。結果顯示，目前研究多聚焦於海外實地學習與課程教學策略，惟整體受惠人數與在地研究產出仍有限，尤以「彰顯國家價值」與「善盡全球公民責任」兩項目標之研究較為薄弱。策略面建議補強在臺留學生與臺生的交流，並結合AR、VR與生成式AI等科技以擴展培育效益。研究設計方面，多數為單一個案與短期橫斷性研究，缺乏前後測與控制組，影響因果推論力，未來可使用準實驗設計並應用具驗證之量表以提升研究的多元性。面對當前地緣衝突升高的國際局勢，國際教育應強調「尊重多元文化」、「善盡全球公民責任」與「彰顯國家價值」之平衡發展，方能培育具國際視野與本土關懷之未來教師。

This study aims to review and analyze the outcomes of international education research related to preservice teachers in Taiwan under the International Education 2.0 initiative over the past six years (2020–2025). A narrative literature review was first conducted to clarify the vision, educational goals, and strategic framework of the initiative. Subsequently, a systematic literature review was employed to examine recent empirical studies and assess the extent to which their findings align with the initiative’s intended objectives. Results indicate that current research predominantly focuses on overseas field experiences and instructional strategies. However, the overall number of beneficiaries and the volume of locally grounded studies remain limited. Notably, studies addressing the goals of ''promoting national values'' and ''fulfilling global citizen responsibility'' are particularly scarce. Strategically, the study recommends strengthening interactions between international and local students in Taiwan and leveraging technologies such as AR, VR, and generative AI to enhance the scale and impact of teacher preparation. Methodologically, most studies adopt single-case, short-term cross-sectional designs, often lacking pre- and post-testing or control groups, thereby limiting causal inferences. Future studies may adopt quasi-experimental designs and apply validated measurement tools to enhance the diversity and robustness of research. In light of increasing global geopolitical tensions, international education should pursue a balanced development that emphasizes multicultural respect, global citizen responsibility, and the promotion of national values, thereby cultivating future educators with both global perspectives and local commitments.