加拿大公立高中校園的氣候行動──高貴林學區為例

Climate Action in Canadian Public Secondary Schools: The Case of Coquitlam School District

本文首先介紹加拿大政府針對聯合國推動的2030年永續發展議程，提出優先改善社會和環境問題的五個永續發展目標：無貧困、優質教育、性別平等、氣候行動以及合作夥伴關係。藉由實地訪查加拿大高貴林學區，探索當地的公立高中校園如何藉由環境營造，鼓勵九年級至十二年級高中生響應永續發展議程，包括課程與活動的內容，而得知氣候行動的參與現況成果具體。本文接著討論此學區在氣候行動的努力，提供台灣中學校園的情境改善之反思與建議；再進一步彙整文獻關於加拿大與其他國學生參與氣候行動在認知、情感與技能產生有形與無形價值的影響，從資源基礎理論探討，期待台灣的校園環境營造從此文章獲得更多創意發想。

This paper introduces five Sustainable Development Goals (SDGs) prioritized by the Canadian government in response to the United Nations’2030 Agenda for improving societal and environmental issues. These SDGs include No Poverty (SDG 1), Quality Education (SDG 4), Gender Equality (SDG 5), Climate Action (SDG 13), and Partnerships for the Goals (SDG 17). Through an on-site visit to the Coquitlam school district in Canada, which includes an examination of curricula and activities, this paper explores how local public secondary schools encourage students in Grades 9‒12 to respond to the SDGs. Specifically, the paper highlights concrete achievements in Climate Action within the school district. It then discusses the school district’s efforts in Climate Action and offers reflections and suggestions for improving the construction of the campus environment in Taiwanese middle and high schools. The paper further synthesizes research literature on students’participation in Climate Action in Canada and other countries using Resource-Based theory. It explores the impact on their cognitive, affective, and psychomotor domains, considering both tangible and intangible values. The details provided in this paper finally expects to inspire the development of campus environments in Taiwan.