永續發展目標（SDGs）在高等教育上的應用──跨領域共學群之成效評估

Application of Sustainable Development Goals (SDGs) in Higher Education - Investigating the effects of interdisciplinary co-learning program

隨著永續發展（SDGs）廣被融入於教學中，本研究以S大學為例，針對其連結永續發展所推動之議題導向共學群，探討跨領域共學群對於培養學生之核心能力的成效，以校務研究之數據為本的精神，透過數據分析，提供大學在規劃與推動跨域共學課程時的參考。本研究透過UCAN大專校院就業職能平台所施測的八大共通職能測驗結果作為評估指標，分析S大學近三年畢業生參與共學群後，在共通職能上的表現。分析結果顯示，參與共學群的畢業生在各項共通職能的表現皆較未參與共學群的畢業生佳，且較其大一入學時之表現進步。此外，共學群對學生共通職能的影響也隨著共學群推動的時間漸趨顯著，這或許暗示了共學群的成效會隨著時間發酵，而持續精進的共學群課程規劃對提升學生核心能力有所助益。

As topics of sustainable development are widely integrated into teaching, this study takes S University and its issue-oriented co-learning programs as example. This study aims to explore the effectiveness of interdisciplinary co-learning program in developing students’ common competencies. Based on the spirit of data-based institutional research, through data analysis, it provides a reference for universities when planning and promoting interdisciplinary co-learning programs. The results of common competency assessment measured by UCAN were used as indicators to analyze the common competencies of S University graduates who participated in the co-learning programs in the past three years. The analysis results show that, in all common competencies, the graduates who participated in the co-learning programs performed better than those who did not participate in the co-learning programs, and their performance improved compared with their assessment results from freshman year. In addition, the influence of co-learning program on students’ common competencies became more significant as the program progressed. This may suggest that the effectiveness of the co-learning program may take time to be shown, and the continuous improvement of co-learning curriculum planning is helpful to enhance the effectiveness.