本研究以臺灣東部某原鄉地區之國小為個案，探討校長如何透過課程領導推動環境、社會和公司治理（environmental, social, and governance, ESG）理念融入校訂課程，並引發學校組織文化的深層轉化。研究採質性個案研究法，結合M. Fullan的教育變革三構面理論與E. H. Schein的組織文化三層次模型，透過半結構式訪談（校長、行政主管與教師）、文件分析與現地觀察，並輔以主題分析與三角驗證，以確保資料詮釋的信度與效度。研究結果顯示：第一，校長以清晰願景與制度設計引導改革，建立課程與行政支持的連動機制；第二，教師在協同備課與專業對話中，逐步將環境教育、食農教育與班級治理等議題納入校訂課程「八方興隆」，並對應永續發展目標（Sustainable Development Goals, SDGs）核心目標，展現專業內化與課程創新；第三，學校透過空間再造與社區連結實踐「場域即教材」，促進行政與教學現場形成互動回饋機制，推動ESG理念由價值倡議進入課程實踐，進而轉化為組織文化的內在內涵。綜合而言，本研究提出一套偏鄉小校自主發展的ESG 實踐路徑，展現課程領導如何連結教育轉化的關鍵機制，對理論建構與教育實務皆具有參照價值。

This study examines how a principal’s curriculum leadership facilitates the integration of ESG (environmental, social, and governance) principles into school-based curricula and drives deep organizational cultural transformation, using an elementary school in an indigenous region of eastern Taiwan (hereafter referred to as P elementary school) as a case study. A qualitative case study design was adopted, drawing on M. Fullan’s three dimensions of educational change and E. H. Schein’s three levels of organizational culture. Data were collected through semi-structured interviews (with the principal, administrative directors, and teachers), document analysis, and on-site observations, supplemented by thematic analysis and triangulation to ensure the reliability and validity of data interpretation. The findings highlight three major aspects: (1) the principal guided the reform with a clear vision and institutional design, establishing a mechanism that links curriculum development with administrative support; (2) through collaborative lesson planning and professional dialogue, teachers gradually incorporated issues such as environmental education, food and agriculture education, and class governance into the school-based curriculum, “Eight Directions of Prosperity.” These efforts corresponded to core Sustainable Development Goals (SDGs), demonstrating professional internalization and curriculum innovation; and (3) by transforming spatial environments and linking with the community, the school actualized the concept of “the campus as a learning resource.” This fostered an interactive feedback mechanism between the administration and teaching practices, propelling the ESG concept from a value proposition into curriculum implementation, and ultimately transforming it into the intrinsic fabric of the organizational culture. In conclusion, this study proposes an autonomously developed ESG implementation pathway for small rural schools, demonstrating how curriculum leadership serves as a key mechanism linking educational transformation. These findings offer valuable reference for both theoretical construction and educational practice.