從國際組織的教育前瞻探論臺灣課程發展趨向

Exploring the Future Directions of Taiwan’s Curriculum Development From the Perspective of International Educational Trends

邁入21世紀以來，世界快速且複雜的變化與流動趨勢，例如氣候變遷與環境永續、全球化與國際關聯、科技發展與人工智慧等，對於學校教育與課程發展形成無可迴避的挑戰。臺灣自2019年實施《十二年國民基本教育課程綱要》至今已六年，如何理解與反思世界的變化與趨勢，從而推動後續的課程發展，進而更落實與深化十二年國教課綱中之學生學習主體、素養導向教學等重要理念，是當前必須重視的議題。本研究彙整近年來重要國際組織對於世界趨勢的分析，以及對於教育發展的前瞻，期許透過對於國際視野的參酌，激發對於本土課程發展的未來思考。本研究在精要回顧十二年國教課綱之源流後，依序盤點國際組織倡議文件中之世界變遷趨勢、學校課程挑戰、學生應備能力、課程變革方向，最後總結提出臺灣課程發展需關注的趨向。

Since the beginning of the 21st century, rapid and complex global changes and trends– such as climate change and environmental sustainability, globalization and international interconnectedness, and advancements in technology and artificial intelligence– have posed significant challenges to school education and curriculum development. Six years have passed since Taiwan implemented the Curriculum Guidelines of 12-Year Basic Education. Understanding and reflecting on these global changes and trends to drive future curriculum development, while deepening key principles such as student-centered learning and competency-based instruction, is an urgent issue. This study synthesizes recent analyses from major international organizations regarding global trends and their implications for educational development, aiming to inspire future considerations for local curriculum advancement through an international perspective. The study is organized as follows: a concise review of the origins of Taiwan’s 12-Year Basic Education Curriculum Guidelines, followed by an examination of global trends, school curriculum challenges, essential student competencies, and some directions for transformation advocated by international organizations. The paper concludes with recommendations for the future development of Taiwan’s curriculum.