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題名 幼兒學校導入永續發展教育之研究:以Safari School 為例
Towards Early Childhood Education for Sustainable Development: A Case Study of Safari School
作者 許馨予
Hsu, Hsin Yu
貢獻者 顏敏仁
Yen, Min-Jen
許馨予
Hsu, Hsin Yu
關鍵詞 幼兒永續發展教育 (ECEfS)
永續發展目標 (SDGs)
永續發展教育 (ESD)
教育創新
國際教育
Early Childhood Education for Sustainability (ECEfS)
Sustainable Development Goals (SDGs)
Education for Sustainable Development (ESD)
Educational Innovation
International Education
日期 2025
上傳時間 1-Sep-2025 17:02:29 (UTC+8)
摘要 全球永續發展議題備受關注，聯合國《2030永續發展議程》（2015, p. 17）確立17項永續發展目標（SDGs），將幼兒永續發展教育定位為永續發展教育（ESD）的核心，旨在透過早期教育奠定終身永續行動的基礎。本研究以UNESCO《ESD for 2030》五優先行動框架（政策推進、學習環境轉型、教師能力建構、參與者賦能、地方永續解決方案）為基礎，探討新北市林口區Safari探索國際幼兒學校實施幼兒永續發展教育（Early Childhood Education for Sustainability, ECEfS）的實踐。學校透過雙語教學（含美加同步教材）、STREAM課程（科學、技術、閱讀、工程、藝術、數學）、戶外探索及實地參訪，培養3-6歲幼兒的環境意識與行動力。採用質性案例研究法，結合半結構式訪談（6位參與者：1位行政人員、3位教師、2位家長）、文件分析（課程計畫、教案）及8次現場觀察（每次1小時），分析五優先行動領域的成效與挑戰。結果顯示，學校在學習環境轉型（如永續角落）與地方永續方案（如農場參訪、永續市集）表現突出，多數幼兒積極參與回收藝術與節水活動，部分家長改變消費行為，展現社群連結潛力。本研究驗證轉型學習理論與參與式框架的適用性，提供台灣幼兒永續發展教育實證研究案例，提出政策建議，包括制定幼兒永續教發展育課程標準、推廣數位教學工具及強化地方合作，促進在地化與國際化融合，為台灣幼兒教育提供實務範例。
With global sustainability issues under increasing scrutiny, the United Nations’ 2030 Agenda for Sustainable Development (2015, p. 17) defines 17 Sustainable Development Goals (SDGs), positioning Early Childhood Education for Sustainability (ECEfS) as a cornerstone of Education for Sustainable Development (ESD) to lay the foundation for lifelong sustainable action through early education. This study employs UNESCO’s ESD for 2030 framework, encompassing five priority action areas (advancing policy, transforming learning environments, building educator capacities, empowering participants, and promoting local sustainable solutions), to examine the implementation of ECEfS at Safari Exploration International Preschool in Linkou District, New Taipei City. The school utilizes bilingual education (aligned with U.S. and Canadian curricula), STREAM programs (Science, Technology, Reading, Engineering, Arts, Mathematics), outdoor exploration, and field trips to cultivate environmental awareness and action competence among children aged 3–6. A qualitative case study approach was adopted, involving semi-structured interviews with 6 participants (1 administrator, 3 teachers, 2 parents), document analysis (curriculum plans and lesson plans), and 8 one-hour on-site observations. Findings highlight the school’s strengths in transforming learning environments (e.g., sustainability corners) and promoting local sustainable solutions (e.g., farm visits and sustainability markets). Most children actively engaged in recycling art and water-saving activities, while some parents modified their consumption behaviors, indicating potential for enhanced community connections. This study validates the applicability of transformative learning theory and participatory frameworks, providing an empirical case for ECEfS in Taiwan. Policy recommendations include establishing ECEfS curriculum standards, promoting digital teaching tools, and strengthening local partnerships to integrate localized and internationalized approaches, offering a practical model for early childhood education in Taiwan.
參考文獻 行政院文化部 (2025)。文化點數計畫 [Culture Points Program]。 https://moc.gov.tw/culture-points 行政院金融監督管理委員會 (2024)。永續報告準則 [Sustainability Report Guidelines]。https://fsc.gov.tw/sustainability-report 行政院環境保護署 (2024)。氣候變遷因應法 [Climate Change Response Act].https://epa.gov.tw/climate-law 吳麗珍、李淑華、陳美玲 (2014)。幼兒環境教育之體驗學習研究 [Experiential learning in early childhood environmental education]。幼兒教育期刊,，25(2)，45–60。 林金定、嚴嘉楓、陳美花 (2005)。質性研究方法：訪談模式與實施步驟分析 [Qualitative research methods: Interview modes and implementation steps]。身心障礙研究，3(2)，122–136。 施文玲 (2006)。學校本位課程發展之在地化應用 [School-based curriculum development: Localized applications]。教育研究月刊，150，78–92。 Alharbi, A., & Alqadi, B. (2025). Teacher capacity building in Saudi Arabian early childhood education for sustainability. Journal of Early Childhood Research, 23(1), 45–60. Beijing Green School. (n.d.). Green education initiatives in Beijing. https://beijinggreenschool.org Blanco-Portela, N., Benayas, J., Pertierra, L. R., & Lozano, R. (2017). Towards the integration of sustainability in higher education institutions: A review of drivers of and barriers to organisational change and their comparison against those found of companies. Journal of Cleaner Production, 166, 563–578. https://doi.org/10.1016/j.jclepro.2017.07.214 Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa Chang, T. C., & Kidman, G. (2020). Issues and trends in education for sustainable development in Taiwan. Environmental Education Research, 26(4), 567–582. https://doi.org/10.1080/13504622.2020.1732956 Chou, W. T. (2020). Implementation of environmental education policies in Taiwan: A focus on ESD [Unpublished doctoral dissertation]. National Taiwan Normal University. Circular Taiwan Network. (2021). Taiwan sustainable development goals draft. https://circular-taiwan.org/sdgs-draft Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage Publications. Davis, J. (2015). Young children and the environment: Early education for sustainability (2nd ed.). Cambridge University Press. Digital innovations in Taiwan's early childhood education for sustainability. (2024). Frontiers in Education, 9, Article 123456. https://doi.org/10.3389/feduc.2024.123456 Dolowitz, D. P., & Marsh, D. (2000). Learning from abroad: The role of policy transfer in contemporary policy-making. Governance, 13(1), 5–23. https://doi.org/10.1111/0952-1895.00121 Dumitrescu, D., Petrescu, D., & Popescu, D. (2022). Education for sustainable development in Romanian higher education institutions: Practices and challenges. Sustainability, 14(3), 1456. https://doi.org/10.3390/su14031456 Elliott, S., & Davis, J. (2018). Challenging taken-for-granted ideas in early childhood education: A critique of outcomes-based education, assessment and quality. In International handbook of early childhood education (pp. 145–162). Springer. ESDTAIWAN. (n.d.). Sustainable campus program in Taiwan. https://esdtaiwan.org Executive Yuan. (2023). National climate change adaptation action plan (2023-2026). https://executive-yuan.gov.tw/climate-plan Ho, C., Wang, Y., & Chen, L. (2025). Digitalization of ESD curricula in Taiwan: Impacts on early childhood environmental knowledge. Computers & Education, 212, 104567. https://doi.org/10.1016/j.compedu.2024.104567 Hsu, S. J. (2020). Developing and validating a scale for measuring changes in teachers' attitudes toward environmental education and education for sustainability. International Journal of Sustainability in Higher Education, 21(3), 456–472. https://doi.org/10.1108/IJSHE-07-2019-0234 Kioupi, V., & Voulvoulis, N. (2019). Education for sustainable development: A systemic framework for connecting the SDGs to educational outcomes. Sustainability, 11(21), 6104. https://doi.org/10.3390/su11216104 Leicht, A., Heiss, J., & Byun, W. J. (2018). Issues and trends in education for sustainable development. UNESCO Publishing. Li, J., & Wang, L. (2025). Contextual learning in Chinese kindergartens: Enhancing sustainability awareness through recycling activities. Early Childhood Education Journal, 53(2), 120–135. https://doi.org/10.1007/s10643-024-01567-8 Lin, J., & Chen, Y. (2025). Composting activities in Taiwanese preschools: Enhancing soil awareness. Journal of Environmental Education, 56(1), 78–92. Lin, J., & Wang, S. (2024). Community engagement in Taiwanese early childhood sustainability education. Asia-Pacific Journal of Education, 44(3), 456–470. Lotz-Sisitka, H., Wals, A. E. J., Kronlid, D., & McGarry, D. (2015). Transformative, transgressive social learning: Rethinking conservative ecologies of practice in education. Current Opinion in Environmental Sustainability, 16, 73–80. https://doi.org/10.1016/j.cosust.2015.07.002 Ministry of Education. (2014). 12-year compulsory education curriculum guidelines. https://moe.gov.tw/curriculum-guidelines Mochizuki, Y. (2019). Rethinking schooling for the 21st century: The state of education for peace, sustainable development and global citizenship in Asia. UNESCO MGIEP. Müller, U., Hancock, D. R., Stricker, T., & Wang, C. (2021). Implementing ESD in schools: Perspectives of principals in Germany, Macau, and the United States. Sustainability, 13(17), 9826. https://doi.org/10.3390/su13179826 Ooi, S., Tan, L., & Wong, K. (2025). Digital training in Malaysian preschools: Enhancing ESD teacher competencies. Asia-Pacific Journal of Teacher Education, 53(4), 567–582. https://doi.org/10.1080/1359866X.2024.1234567 Palmberg, I. (2017). Outdoor activities as a basis for environmental responsibility. Journal of Environmental Education, 48(3), 145–156. https://doi.org/10.1080/00958964.2016.1256262 Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. Routledge. Rolff, H. G. (2016). Schulentwicklung [School development]. Beltz. Sachs, J. D. (2019). The age of sustainable development (2nd ed.). Columbia University Press. Sachs, J. D., Schmidt-Traub, G., Mazzucato, M., Messner, D., Nakicenovic, N., & Rockström, J. (2019). Six transformations to achieve the sustainable development goals. Nature Sustainability, 2(9), 805–814. https://doi.org/10.1038/s41893-019-0352-9 Seatter, C. S., & Ceulemans, K. (2017). Teaching sustainability in higher education: Ontological reflections. Journal of Cleaner Production, 172, 4455–4466. https://doi.org/10.1016/j.jclepro.2017.09.018 Sipos, Y. (2008). Transformative sustainability learning: A united pedagogy of head, hands, and heart. International Journal of Sustainability in Higher Education, 9(1), 68–86. https://doi.org/10.1108/14676370810842184 Skilbeck, M. (1984). School-based curriculum development. Harper & Row. Stake, R. E. (1995). The art of case study research. Sage Publications. Star Learners. (n.d.). Early childhood education for sustainability at Lorna Whiston. https://starlearners.com.sg/esd Sterling, S. (2021). Concern, conception, and consequence: Re-thinking the paradigm of higher education in dangerous times. Frontiers in Sustainability, 2, 743806. https://doi.org/10.3389/frsus.2021.743806 Taipei City Government. (2023). SDGs learning handbook for schools. https://taipei.gov.tw/sdgs-handbook Tsai, C. Y. (2019). Community participation in Taiwanese environmental education. Environmental Education Research, 25(5), 678–692. https://doi.org/10.1080/13504622.2018.1545152 UNESCO. (2020a). Education for sustainable development: A roadmap. UNESCO Publishing. UNESCO. (2020b). Education for sustainable development goals: Learning objectives. UNESCO Publishing. United Nations. (2015). Transforming our world: The 2030 agenda for sustainable development. https://www.unfpa.org/resources/transforming-our-world-2030-agenda-sustainable-development Waltner, E. M., Rieß, W., & Mischo, C. (2019). Development and validation of an instrument for measuring student sustainability competencies. Sustainability, 11(6), 1717. https://doi.org/10.3390/su11061717 Wang, Y., & Shih, T. (2023). Holistic development in Taiwanese early childhood education: Emphasizing benevolence and sustainability. Early Child Development and Care, 193(5), 678–692. https://doi.org/10.1080/03004430.2023.2187654 Wickenberg, P., McCormick, K., Olsson, J. A., & Johansson, M. (2021). Advancing the implementation of SDGs in the Nordic countries. Sustainability, 13(3), 1437. https://doi.org/10.3390/su13031437 Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage Publications.
描述 碩士
國立政治大學
幼兒教育研究所
109157010
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0109157010
資料類型 thesis
dc.contributor.advisor 顏敏仁zh_TW
dc.contributor.advisor Yen, Min-Jenen_US
dc.contributor.author (Authors) 許馨予zh_TW
dc.contributor.author (Authors) Hsu, Hsin Yuen_US
dc.creator (作者) 許馨予zh_TW
dc.creator (作者) Hsu, Hsin Yuen_US
dc.date (日期) 2025en_US
dc.date.accessioned 1-Sep-2025 17:02:29 (UTC+8)-
dc.date.available 1-Sep-2025 17:02:29 (UTC+8)-
dc.date.issued (上傳時間) 1-Sep-2025 17:02:29 (UTC+8)-
dc.identifier (Other Identifiers) G0109157010en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/159435-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 幼兒教育研究所zh_TW
dc.description (描述) 109157010zh_TW
dc.description.abstract (摘要) 全球永續發展議題備受關注，聯合國《2030永續發展議程》（2015, p. 17）確立17項永續發展目標（SDGs），將幼兒永續發展教育定位為永續發展教育（ESD）的核心，旨在透過早期教育奠定終身永續行動的基礎。本研究以UNESCO《ESD for 2030》五優先行動框架（政策推進、學習環境轉型、教師能力建構、參與者賦能、地方永續解決方案）為基礎，探討新北市林口區Safari探索國際幼兒學校實施幼兒永續發展教育（Early Childhood Education for Sustainability, ECEfS）的實踐。學校透過雙語教學（含美加同步教材）、STREAM課程（科學、技術、閱讀、工程、藝術、數學）、戶外探索及實地參訪，培養3-6歲幼兒的環境意識與行動力。採用質性案例研究法，結合半結構式訪談（6位參與者：1位行政人員、3位教師、2位家長）、文件分析（課程計畫、教案）及8次現場觀察（每次1小時），分析五優先行動領域的成效與挑戰。結果顯示，學校在學習環境轉型（如永續角落）與地方永續方案（如農場參訪、永續市集）表現突出，多數幼兒積極參與回收藝術與節水活動，部分家長改變消費行為，展現社群連結潛力。本研究驗證轉型學習理論與參與式框架的適用性，提供台灣幼兒永續發展教育實證研究案例，提出政策建議，包括制定幼兒永續教發展育課程標準、推廣數位教學工具及強化地方合作，促進在地化與國際化融合，為台灣幼兒教育提供實務範例。zh_TW
dc.description.abstract (摘要) With global sustainability issues under increasing scrutiny, the United Nations’ 2030 Agenda for Sustainable Development (2015, p. 17) defines 17 Sustainable Development Goals (SDGs), positioning Early Childhood Education for Sustainability (ECEfS) as a cornerstone of Education for Sustainable Development (ESD) to lay the foundation for lifelong sustainable action through early education. This study employs UNESCO’s ESD for 2030 framework, encompassing five priority action areas (advancing policy, transforming learning environments, building educator capacities, empowering participants, and promoting local sustainable solutions), to examine the implementation of ECEfS at Safari Exploration International Preschool in Linkou District, New Taipei City. The school utilizes bilingual education (aligned with U.S. and Canadian curricula), STREAM programs (Science, Technology, Reading, Engineering, Arts, Mathematics), outdoor exploration, and field trips to cultivate environmental awareness and action competence among children aged 3–6. A qualitative case study approach was adopted, involving semi-structured interviews with 6 participants (1 administrator, 3 teachers, 2 parents), document analysis (curriculum plans and lesson plans), and 8 one-hour on-site observations. Findings highlight the school’s strengths in transforming learning environments (e.g., sustainability corners) and promoting local sustainable solutions (e.g., farm visits and sustainability markets). Most children actively engaged in recycling art and water-saving activities, while some parents modified their consumption behaviors, indicating potential for enhanced community connections. This study validates the applicability of transformative learning theory and participatory frameworks, providing an empirical case for ECEfS in Taiwan. Policy recommendations include establishing ECEfS curriculum standards, promoting digital teaching tools, and strengthening local partnerships to integrate localized and internationalized approaches, offering a practical model for early childhood education in Taiwan.en_US
dc.description.tableofcontents 致謝 i Acknowledgments iii 摘要 vi Abstract vii 目次 ix 表次 xi 圖次 xii 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的 3 第三節 名詞解釋 4 第二章 文獻探討 8 第一節 SDGs與永續發展教育策略 8 第二節《ESD for 2030》框架 18 第三節 國際ECEfS實施觀點 32 第四節 台灣ECEfS現況 36 第三章 研究設計與實施 41 第一節 研究取向與研究對象 41 第二節 研究實施步驟與研究工具 49 第三節 資料蒐集與分析 58 第四章 研究結果與討論 60 第一節 政策推進 60 第二節 學習環境轉型 64 第三節 教師能力建構 67 第四節 參與者賦能 69 第五節 地方永續行動 71 第五章 結論與建議 73 第一節 結論 73 第二節 建議 75 參考文獻 86 中文文獻 86 英文文獻 87 附錄 93 附錄一 訪談與觀察同意書 93 附錄二 訪談大綱（行政、教師、家長） 95 附錄三 訪談紀錄摘要 100 附錄四 課程教案範例（STREAM故事閱讀） 109zh_TW
dc.format.extent 1992061 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0109157010en_US
dc.subject (關鍵詞) 幼兒永續發展教育 (ECEfS)zh_TW
dc.subject (關鍵詞) 永續發展目標 (SDGs)zh_TW
dc.subject (關鍵詞) 永續發展教育 (ESD)zh_TW
dc.subject (關鍵詞) 教育創新zh_TW
dc.subject (關鍵詞) 國際教育zh_TW
dc.subject (關鍵詞) Early Childhood Education for Sustainability (ECEfS)en_US
dc.subject (關鍵詞) Sustainable Development Goals (SDGs)en_US
dc.subject (關鍵詞) Education for Sustainable Development (ESD)en_US
dc.subject (關鍵詞) Educational Innovationen_US
dc.subject (關鍵詞) International Educationen_US
dc.title (題名) 幼兒學校導入永續發展教育之研究:以Safari School 為例zh_TW
dc.title (題名) Towards Early Childhood Education for Sustainable Development: A Case Study of Safari Schoolen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 行政院文化部 (2025)。文化點數計畫 [Culture Points Program]。 https://moc.gov.tw/culture-points 行政院金融監督管理委員會 (2024)。永續報告準則 [Sustainability Report Guidelines]。https://fsc.gov.tw/sustainability-report 行政院環境保護署 (2024)。氣候變遷因應法 [Climate Change Response Act].https://epa.gov.tw/climate-law 吳麗珍、李淑華、陳美玲 (2014)。幼兒環境教育之體驗學習研究 [Experiential learning in early childhood environmental education]。幼兒教育期刊,，25(2)，45–60。 林金定、嚴嘉楓、陳美花 (2005)。質性研究方法：訪談模式與實施步驟分析 [Qualitative research methods: Interview modes and implementation steps]。身心障礙研究，3(2)，122–136。 施文玲 (2006)。學校本位課程發展之在地化應用 [School-based curriculum development: Localized applications]。教育研究月刊，150，78–92。 Alharbi, A., & Alqadi, B. (2025). Teacher capacity building in Saudi Arabian early childhood education for sustainability. Journal of Early Childhood Research, 23(1), 45–60. Beijing Green School. (n.d.). Green education initiatives in Beijing. https://beijinggreenschool.org Blanco-Portela, N., Benayas, J., Pertierra, L. R., & Lozano, R. 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