從生態系統觀點分析偏鄉國小推動永續發展教育實施經驗

Analyzing the Implementation Experiences of Promoting Education for Sustainable Development in a Rural Elementary School: The Ecosystem Perspective

面對氣候變遷，永續發展教育的推動尤為重要，學校扮演關鍵角色，但偏鄉地區面臨文化弱勢、城鄉差距及教師流動率高等挑戰，推展更顯不易。本研究以生態系統理論探討如何建構適合永續發展教育的生態系統，找出促進偏鄉學校推動永續發展教育的關鍵因素，並提出具體策略與實務經驗，以及可行的解決方案和啟發。本文採訪談及文件分析，以偏鄉國小為研究場域，研究結果發現，在微觀系統方面，與生活經驗結合的課程可提升學生學習興趣，家校社合作的中間系統能深化永續發展教育的實踐，跨域的外部系統夥伴關係是推動永續發展教育的重要助力，鉅觀系統則可藉由知識傳承機制形塑永續發展教育文化價值。最後，本研究提出相關建議，供其他偏鄉學校推動永續發展教育參考。

Faced with climate change, promoting education for sustainable development (ESD) is crucial, and schools play a key role. However, rural areas face challenges such as cultural disadvantages, urban-rural disparities, and high teacher turnover rates, making promotion difficult. This study uses ecosystem theory to explore how to construct an ecosystem suitable for ESD, identify key factors that promote ESD in rural schools, and propose specific strategies and practical experiences to provide feasible solutions and inspiration. This paper employs interviews and document analysis, focusing on rural elementary schools as the research field. The results show that at the microsystem level, curricula combined with life experiences can enhance students’ learning interests. The mesosystem, characterized by cooperation between home, school, and community, can deepen the practice of ESD. Cross-domain partnerships in the exosystem are vital aids in promoting ESD. The macrosystem can shape the cultural values of ESD through knowledge transfer mechanisms. Finally, this study offers relevant recommendations for other rural schools to reference in promoting ESD.