從語言學習到永續實踐的全球教室：將SDGs議題融入大學通識英文課程之反思與展望

本文旨在深度探討於大學通識英文課程中，融入聯合國永續發展目標（SDGs）議題之教學策略與理論建構。文章以「英語為共通語」（English as a Lingua Franca, ELF）與（全球公民教育」（Global Citizenship Education, GCED）為核心理論框架，論證此教學模式不僅是高等教育發展回應全球趨勢，更是將語言教育從工具性技能訓練，提升至兼具倫理思辨與社會實踐之全球公民素養培育的必要轉向。本文建構一套對應的師生雙軌實踐框架：以「學習者為中心」的「4A」學習成果歷程「從覺察到倡議」（From Awareness to Advocacy），以及以「教師為鷹架」的「4C」教學實踐框架「從策畫到催化」（From Curate to Catalyze）。
文章進一步指出，此模式與臺灣教育部當前推動之「Xplorer-素養導向高教學習創新計畫」及「大專校院學生雙語化學習計畫（BEST Program）」之政策目標高度契合，為銜接108課網後的大學學習與2030雙語政策，提供了一條兼具理論基礎與實踐細節的具體路徑。然而，此一理想的教學模式在實施層面，面臨來自教師内在的「跨領域教學知識」（Transdisciplinary Pedagogical Content Knowledge, TPCK）建構因境，以及外在AI時代數位資訊環境劇變的雙重嚴峻挑戰。本文將立基於國內外相關文獻以及教學實踐行動探究，對此進行深入剖析，並提出包含政策層面、制度層面與教學層面的具體因應策略與前瞻性建議。

This paper provides an in-depth exploration of the pedagogical strategies and theoretical frameworks for integrating the United Nations Sustainable Development Goals (SDGs) into university General Education (GE) English courses. Grounded in the core theoretical frameworks of English as a Lingua Franca (ELF) and Global Citizenship Education (GCED), the paper argues that this pedagogical model is not merely a response by higher education to global trends, but a necessary paradigm shift. It elevates language education from the realm of instrumental skill-training to the cultivation of global citizenship, which encompasses ethical reasoning and social practice.
To this end, the paper constructs a dual framework for practice: for students, a“4A’s learner-centered learning outcomes progressing from Awareness, Adoption, Adaptation to Advocacy; and for a“4C’s teacher-scaffold pedagogical model progressing from Curate, Connect, Coach, and Catalyze action.
The paper further posits that this model demonstrates strong alignment with the policy objectives of Taiwan’s Ministry of Education, specifically the“The XPlorer Project: A University Competency-Based Education Initiative”and the“Program on Bilingual Education for Students in College (BEST Program).”It thus offers a tangible roadmap, grounded in both theory and practice, for bridging Taiwan’s post- 108 Curriculum secondary school reforms with the demands of university learning and the nation’s“Bilingual 2030”policy.
Nevertheless, the implementation of this ideal model confronts formidable dual challenges: an internal challenge related to higher education professors’development of Transdisciplinary Pedagogical Content Knowledge (TPCK), and an external one posed by the rapidly evolving digital information landscape of the AI era. Drawing upon relevant literature and insights from pedagogical action research, this paper conducts an in-depth analysis of these challenges and concludes by proffering concrete, forward-looking strategies and recommendations at the policy, institutional, and pedagogical levels.