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Title:	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
Authors:	許馨予 Hsu, Hsin Yu
Contributors:	顏敏仁 Yen, Min-Jen 許馨予 Hsu, Hsin Yu
Keywords:	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
Date:	2025
Issue Date:	2025-09-01 17:02:29 (UTC+8)
Abstract:	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.
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Description:	碩士國立政治大學幼兒教育研究所 109157010
Source URI:	http://thesis.lib.nccu.edu.tw/record/#G0109157010
Data Type:	thesis
Appears in Collections:	[Graduate Institute of Early Childhood Education] Theses

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