排灣族原住民校長推動永續發展教育的理念與實踐之個案研究──以屏東一所原住民族實驗小學為例

A Case Study on the Indigenous Principal’s Concept and Practice in Promoting Education for Sustainable Development: The Example of an Indigenous Experimental Primary School in Pingtung

面對氣候變遷、環境破壞與社會不平等等全球性挑戰，永續發展已成為當代教育的重要課題。聯合國於2015年提出永續發展目標（SDGs），並強調教育在推動永續發展中的關鍵角色，惟國內對校長於學校情境中實踐永續發展教育（Education for Sustainable Development，ESD）的實證研究仍有限，尤以原住民族文化脈絡為視角者更為缺乏。本研究以排灣族原住民校長為核心，探究其推動永續發展教育之理念與實踐，採質性研究取向，並以屏東縣一所原住民族實驗小學為個案，運用半結構式訪談蒐集資料，並進行文本分析。
研究結果顯示：（一）排灣族傳統文化與永續發展教育的核心價值高度契合；（二）將永續發展目標融入民族文化課程，有助於學生理解環境議題、拓展國際視野並強化文化認同；（三）校長的成長歷程與文化背景形塑其尊重多元、展現自信的永續發展教育理念；（四）校長透過民族文化課程結合永續發展教育理念的推動，發展學生批判性思維和獨立的價值觀，與永續發展教育的核心目標相符；（五）校長帶著自信與熱忱，透過課程、教學、評量以及教師專業發展等面向策略的推展，實踐永續發展教育理念。整體而言，本研究顯示結合原住民族文化脈絡推動永續發展教育具高度可行性，並可作為相關學校實務推動之重要參考。

In the face of global challenges such as climate change, environ¬mental degradation, and social inequality, sustainable development has emerged as a central concern in contemporary education. The United Nations introduced the Sustainable Development Goals (SDGs) in 2015, highlighting the pivotal role of education in advancing sustainable devel¬opment worldwide. However, domestically, empirical research examin¬ing how school principals implement Education for Sustainable Develop¬ment (ESD) within school settings remains limited, particularly within Indigenous cultural contexts. This study focuses on Paiwan Indigenous school principals, exploring their educational philosophies and practices in promoting Education for Sustainable Development. Adopting a quali¬tative research approach, the study employs a case study conducted at an Indigenous experimental elementary school in Pingtung County, south¬ern Taiwan. Data were collected through semi-structured interviews and analyzed using text analysis.
Research findings indicate that: (1) the core values of Paiwan tra-ditional culture are closely aligned with the principles of Education for Sustainable Development; (2) integrating the Sustainable Development Goals (SDGs) into ethnic cultural curricula contributes to students’un-derstanding of environmental issues, broadens their international per-spectives, and strengthens their cultural identity; (3) the principal’s per-sonal growth experiences and cultural background significantly shape their philosophy of sustainable development education, characterized by respect for diversity and confident self-expression; (4) by integrating cul-tural curricula with SDG principles, principals foster students’critical thinking and independent values, aligning with the core objectives of the SDGs; and (5) principals demonstrate strong agency and strategic capac¬ity in implementing SDG education through curriculum design, instruc¬tional practices, assessment approaches, and teacher professional devel¬opment. Overall, this study demonstrates that integrating Indigenous cultural contexts into the implementation of Education for Sustainable Development is both feasible and effective, and provides valuable insights for related school practices.