國立雲林科技大學設計學院推動「AI融入設計教學師資培育專班」，旨在提升教師數位教學能力並促進教學創新，建立負責任的AI教學模式。專班課程結合線上與實體教學。課程分為「基礎－核心－應用」三階段。基礎課程介紹AIGC工具與設計領域的AI主流工具，並探討AI對設計產業及學術研究的影響。核心課程聚焦於「AI導入設計實務演練」與「AI融入教學設計策略演練」。應用課程包含觀課、議課交流及教案設計實踐，使學員能實際應用與反思。課後滿意度調查顯示學員對講師專業性與教材實用性評價最高，且跨領域學員的參與促進了多元觀點的交流。數位教學能力自我檢測量表的前後測數據顯示，學員的數位能力顯著提升，從「數位初學者」到「整合能力者」的比例增加。教師角色從「知識傳遞者」轉型為「學習設計師」與「學習引導者」，引導學生發展「人機協作素養」。推動專班經驗顯示，AI工具導入能提升教學創新與學習效率，並激發學員對教案設計的多元思考，亦突顯了教師對AI培訓的迫切需求。然而，AI導入也帶來數據隱私、學習倫理等挑戰。AI導入教學並非取代教師，而是擴展其專業角色，是促進師生共學的夥伴。本次專班的成功經驗可作為國內設計相關系所單位進行AI融入設計課程教學的參考。

College of Design, National Yunlin University of Science and Technology, has launched the "AI Integration in Design Teaching Faculty Development Program" to enhance teachers' digital teaching capabilities and foster teaching innovation to establish a responsible AI teaching model. The program combines online and face-to-face instruction across three stages: Foundation, Core, and Application. The Foundation stage introduces AIGC tools and AI mainstream tools in the design field, exploring AI's impact on the design industry and academic research. The Core stage focuses on "AI in Design Practice" and "AI Integration in Teaching Design Strategy Practice." The Application stage includes classroom observations, seminar discussions, and lesson plan design exercises to enable participants to apply and reflect on their learning. Post-course satisfaction surveys indicate high ratings for instructor professionalism and the practicality of course materials. Participation by interdisciplinary students has facilitated the exchange of diverse perspectives. Pre- and post-assessment data from self-assessment scales on digital teaching capabilities show significant improvement among participants, shifting from digital novices to integrative practitioners. Teachers' roles have evolved from "knowledge providers" to "learning designers" and "learning facilitators," guiding students in developing "human-machine collaboration literacy." The experience of promoting this program demonstrates that integrating AI tools enhances teaching innovation and learning efficiency, stimulating diverse thinking in lesson plan design among participants and highlighting the urgent need for AI training among teachers. However, AI integration also brings challenges like data privacy and learning ethics. Introducing AI into teaching does not replace teachers but expands their professional roles, fostering collaborative learning between teachers and students. The success of this program can serve as a reference for domestic design-related institutions seeking to integrate AI into their course.

AI師資專班;數位教學能力;教師角色;教學創新

AI Faculty Development Program; Digital Teaching Capabilities; Teacher Roles; Teaching Innovation