本研究呼應聯合國於2017年提出永續發展教育目標，以第13項氣候行動為焦點，參考Sass的行動導向永續教育模式、Bandura自我效能理論和Snyder希望理論，研發適用於臺灣大專院校的環境教育教學模組及評量工具，以培養能處理永續議題的國際公民和教育專業人才。本研究於某國立大學碩士班之環境教育課程中實施三個模組，共14位學生修習，每週三小時，共計18週。研究採用混合方法，分別於課程第一週、模組(一)第一階段及第二階段、模組(二)、模組(三)結束時，使用問卷評量學生的氣候變遷相關的環境知識、技能、環境行為頻率、自我效能和希望感，另於學期中和學期末進行焦點團體訪談，並於期末收集課程回饋等質性資料。研究結果顯示，課程能顯著提升學生的氣候素養和自我效能，但希望感則無顯著變化。訪談與課程回饋等質性資料分析則發現課程能提升包含知識、技能和行為在內的氣候素養，也可協助部分學生強化自我效能和希望感。

This study responded to the United Nations' 2017 Learning Objectives for Sustainable Development Goal, focusing on Goal 13: Climate Action. Drawing on Sass's action-oriented sustainability education model, Bandura's self-efficacy theory, and Snyder's hope theory, this research developed a specialized environmental education module and assessment tool for higher education in Taiwan, aiming to cultivate global citizens and educational professionals capable of addressing sustainability issues. The study was implemented in an environmental education course within a master program at a national university, involving 14 students over 18 weeks, with three modules conducted for three hours weekly. A mixed-method approach was employed, with quantitative surveys administered in the first week, at various stages of Module One, and upon completion of Modules Two and Three. These surveys assessed students' climate-related environmental knowledge, skills, environmental behavior frequency, self-efficacy, and hope. Focus group interviews were conducted mid-term and at the end of the semester, alongside qualitative data collection of course feedback. The results indicated that the course significantly enhanced students' climate literacy and self-efficacy, though no significant change in hope was observed. Qualitative analysis of interview and feedback data revealed that the course improved climate literacy, encompassing knowledge, skills, and behaviors, and helped some students enhance their self-efficacy and hope.

永續發展教育、自我效能、希望感、氣候行動、課程評量

Sustainability Education, Self-efficacy, Sense of Hope, Climate Action, Curriculum Evaluation