在深化推動永續發展目標（Sustainable Development Goals, SDGs）與生成式 AI 技術快速演進的雙重背景下，高教面臨課程轉型與提升環境、社會和公司治理（Environmental, Social, and Governance, ESG）素養的挑戰。本研究以公關策略課程為研究場域，採專題導向學習（Project-Based Learning, PjBL）架構，分為三階段推進：認知建構階段：引導學生掌握ESG理論脈絡與品牌永續基礎；策略實踐階段：學生以小組形式進行任務探索，透過人機協作經歷多輪提示詞迭代與中期回饋修正；成果發表階段：完成ESG品牌提案並進行公開發表與學習反思。結合真實業界命題「Foodpanda 與 RE-THINK ESG 異業合作之公關任務」，引導學生使用 ChatGPT、ADGo 及OpView 等三項工具，設計專題導向教學模式，以提升學生在 ESG 素養、AI工具應用與協作以及ESG議題內化三構面之表現。本研究採混合方法評估研究設計，透過量化問卷與質性回饋分析資料及語料。結果顯示，學生於 ESG理解與實踐能力皆有提升，ESG 議題的內化亦普遍增強；雖然 AI 應用能力未具統計顯著性，但質性資料反映其由工具操作轉向夥伴思維，展現初步的批判性與創造性應用意識。本研究試圖建構結合產學合作、任務實作與 AI協作的永續傳播課程實踐模式，提供未來高教推動 ESG教育與 AI整合應用的參考經驗。

In the dual context of advancing Sustainable Development Goals (SDGs) and the rapid evolution of generative AI technologies, higher education faces the challenges of curriculum transformation and enhancing ESG literacy. This study implements a Project Based Learning (PjBL) model in a public relations strategy course, structured in three advancing stages: the Cognitive Construction stage, which guides students to grasp the theoretical context of ESG and the foundations of brand sustainability; the Strategic Practice stage, where students explore tasks in groups, experiencing multiple rounds of prompt iterations and mid-term feedback corrections through human-AI collaboration; and the Achievement Presentation stage, which involves completing ESG brand proposals, followed by public presentations and learning reflections. By incorporating a real-world industry proposition—“the Foodpanda and RE-THINK ESG cross-industry collaboration PR task”—the study guided students to utilize three tools (ChatGPT, ADGo, and OpView). This PjBL teaching model was designed to enhance students’ performance across three dimensions: ESG literacy, AI tool application and collaboration, and the internalization of ESG issues. This study adopted a mixed-methods approach to evaluate the research design, analyzing data and corpora through quantitative questionnaires and qualitative feedback. The results indicated that students’ ESG understanding and practical abilities both improved, and their internalization of ESG issues was generally enhanced. Although quantitative gains in AI application abilities were not statistically significant, qualitative findings revealed a shift from tool operation to a partner-oriented mindset, demonstrating preliminary awareness of critical and creative application. This study attempts to construct a practical model for a sustainable communication course that combines industry-academia collaboration, task implementation, and AI collaboration, providing a reference experience for future higher education initiatives promoting ESG education and integrated AI applications.