結合數位治理與食農教育的策略：從苗栗公館地區的實證案例出發

Strategies for Integrating Digital Governance and Food and Agriculture Education: Evidence from Gongguan, Miaoli

研究旨在探索如何透過結合數位治理與食農教育，實現在地特色與文化的數位形式，並推動地方食農教育的永續發展。以苗栗公館地區為案例，本研究以虛實整合方式來推動食農教育，發展「食農知識數位平台」，並配搭實地體驗活動「食農學堂」。因此設計以VR360技術為基礎的數位食農探究環境，聚焦於紅棗、福菜、芋頭等主題農作物。透過多媒體視覺化技術，將農業知識與地方特色融入食農地圖，以達到教育、觀光及傳播的多重目標。本研究期望後續開發一個食農教育開放資料庫，結合數位儀表板，提供豐富資源，支援地方政府在政策制定與實施上的精準性。研究策略涵蓋跨學科合作、需求導向轉變及可持續發展應用，強調利用數位技術提高教育內容的靈活性與個性化，並促進社會對環境保護和健康生活方式的認識。實證案例包括在公館國小進行的季節性數位課程，涵蓋132位學生。課程設計集中於豐富學生的感官體驗，透過實體活動深入參與食農過程。為評估學習效果，本研究設計了測驗卷和興趣問卷，針對學生的認知和情感面進行分析。初步結果顯示，季節性數位課程有效提升了學生對食農知識的理解與情感投入。總結而言，本研究不僅提供了數位治理在地方食農教育中實施的啟示，還為教育資源整合與應用提供了實證基礎，有望推動數位治理在地方層面的發展與實施。

This study takes a unique approach to exploring how integrating digital governance with Food and Agriculture Education can promote the digital preservation of local characteristics and culture. It also examines how such integration can foster the sustainable development of local food and agriculture education. Using Miaoli Gongguan as a case study, the research employs a hybrid virtual-physical approach to advance agri-food education by developing a 'Digital Food and Agriculture Knowledge Platform' and implementing an experiential learning initiative: the 'Food and Agriculture Academy.' A VR360 technology-based digital exploration environment was designed to focus on key local crops, such as red dates, preserved mustard greens, and taro. Through multimedia visualization techniques, agricultural knowledge and local features were embedded in an interactive agri-food map to achieve educational, tourism, and communication objectives. This study aims to develop an open database for Food and Agriculture Education integrated with digital dashboards. This platform will provide rich resources to enhance the effectiveness of policymaking and implementation by local governments. The research emphasizes interdisciplinary collaboration, inviting all stakeholders to contribute to demand-driven transformations and sustainable development applications. It highlights the use of digital technologies to increase the flexibility and personalization of educational content while raising public awareness of environmental conservation and healthy lifestyles.
The empirical component includes seasonal digital courses conducted at Gongguan Elementary School, involving 132 students. The curriculum enriched students' sensory experiences and facilitated hands-on participation in Food and Agriculture processes. The study employed tests and interest surveys to evaluate learning outcomes, analyzing cognitive and affective dimensions of student learning. Preliminary findings reveal that the seasonal digital courses effectively enhanced students' understanding of Food and Agriculture Education knowledge and emotional engagement with the subject.
In conclusion, this study provides valuable insights into the practical implementation of digital governance in local food and agriculture education. It establishes an empirical foundation for integrating and applying educational resources, potentially advancing the development and implementation of digital governance at the regional level, thereby informing future strategies and policies.