本研究參照關注本位採用模式(Concern-Based Adoption Model, CBAM)，使用關注階層(Stages of concern, SoC)探索教師對於實施氣候變遷與永續發展教育(Climate change education for sustainable development, CCESD)課程的看法，接著以使用階層(Levels of use, LoU)辨別教師實施課程的情況，透過半結構式訪談了解教師推廣CCESD之動機、評估課程成效之方式，以及對專業發展之需求。研究發現教師主要關心實施課程對自身帶來之影響，以及尋求CCESD相關資訊，大多數教師的關注階層落在「自我」層面。課程實施的情況，最多教師的使用階層位於「4B精煉」，而位於「6創新」的教師數量位居第二。教師推廣CCESD之動機來自五個面向：政府、學校、組織、社群，以及個人。教師提及實施CCESD課程的時機，最多為彈性或校本課程，其次是在原授課科目中以情境的方式融入測驗，評量的方式則可分為報告、學習單和紙筆測驗三類。關於專業成長之需求，教師最常提及教材、教案與教學範例的需求，其次為透過研習提升背景知識和設計課程的能力。研究結果可為此類新興課程實施的教師專業成長方案提出建議。

This study, based on the Concern-Based Adoption Model (CBAM), utilizes the Stages of Concern (SoC) to explore teachers' perspectives on implementing Climate Change Education for Sustainable Development (CCESD) curriculum, and then employs Levels of Use (LoU) to identify how teachers are implementing the curriculum. Semi-structured interviews were conducted to explore teachers' motivations for promoting CCESD, methods for assessing teaching effectiveness, and their professional development needs. The findings indicate that teachers are primarily concerned with the impact of implementing curriculum on themselves and seek more information related to CCESD. Most teachers' stages of concern fall at the "self" level. Regarding curriculum implementation, most teachers were at the "4B Refinement" level, with the "6 Renewal" level being the second most common. Teachers' motivations for promoting CCESD come from five dimensions: government, schools, organizations, communities, and individuals. Opportunities for implementing such an innovative curriculum were mentioned, with the most common being flexible or school-based curricula, followed by integrating relevant scenarios into existing subject matters and tests. Assessment methods include reports, worksheets, and traditional tests, reflecting the diverse skills students need to address climate change issues. On professional development demands, teachers most often mentioned the need for teaching materials, lesson plans and teaching examples, followed by the need for improving background knowledge and competence to design curriculum through workshops or training programs. The research results can provide suggestions for the design of teacher professional development programs for implementing such emerging courses

永續發展、氣候變遷教育、教師專業發展、關注本位採用模式

sustainable development, climate change education, teacher professional development, Concern-Based Adoption Model (CBAM)