隨著臺灣即將進入超高齡社會，如何讓屆退民眾預先做好退休準備、確保退休生活品質，是當前臺灣高齡社會一項重要課題。本研究目的在以退休前10年的公教人員為研究對象，透過翻轉教學實驗瞭解學習需求與實際學習效果的差距，再藉由退休準備教育課程需求現況調查，瞭解不同需求課程實施翻轉教學策略的成效，進而調整出適合屆退族群的退休課程與教學策略，以培養其充足的退休知識與應用能力，做好前瞻因應的退休準備。本研究採用問卷調查法進行需求調查，研究設計採分層隨機抽樣，研究工具「臺灣退休準備教育課程需求指標」以SurveyCake電子表單進行設計，共發出1,600份，回收有效樣本1,509份（94.31%）；然後應用準實驗研究法，進行翻轉教學成效的實驗，在實驗教學設計上，研究共招募50位學員，進行11週翻轉教學課程，每週一單元，每單元授課6小時，共41位實驗對象參與全程實驗課程，並完成「臺灣退休準備教育課程教學成效評估指標」之前測與後測。研究以Z分數、t 檢定並配合實驗效果量，建立退休準備教育課程不同需求層次，以及檢視翻轉教學實驗在知識提升與能力提升的成效，再透過交叉比對歸納出五種翻轉教學的後續進階實施方針。本研究結果發現，在46項退休準備教育課程需求指標中，高度需求有14項、低度需求有12項；而翻轉教學對於46項課程全部都能獲得在知識上與能力上的顯著提升。雖然可以證明翻轉教學實驗有助於退休準備教育的學習成效，但本研究更進一步檢視提升程度的效果量後，根據不同層面的教學實驗結果提岀五點建議：知識量大的課程應精簡學習內容、引導學習將知識轉成實際應用能力、調整課前及課後的指導活動、活化教學策略的活動，以及強化問題意識。本研究據此結果，提出對未來退休準備課程教學上的相關建議。

Research Background and Importance

With advances in healthcare and public health policy, Taiwan’s population is aging rapidly, with a steadily increasing proportion of citizens aged 65 and above. Projections indicate Taiwan will enter a “super-aged society” by 2025, positioning it as one of the fastest-aging nations globally. This demographic shift underscores the urgency for retirement preparation education. Such education is integral to promoting quality of life for retirees over a projected 20-year post-retirement period. Research demonstrates that adequate retirement planning reduces anxiety, enhances independence, and increases life satisfaction, while insufficient planning often results in financial and lifestyle challenges. However, surveys show that Taiwanese residents generally fall short in retirement preparedness, with substantial gaps between retirement savings and ideal financial goals.

Despite the established benefits of retirement education— such as improved mental and physical well-being, a more positive outlook on retirement, and reduced anxiety— there is no systematic retirement education program implemented on a national level in Taiwan. This study draws on proactive coping theory to address this gap by designing a core curriculum for retirement preparation education. The curriculum applies a flipped teaching strategy that promotes learner-centered engagement, combining principles from motivation theory, constructivism, and peer feedback to foster proactive engagement and practical application skills. Through needs assessments and experimental analysis, this research aims to develop a foundational framework to support Taiwan’s future retirement education initiatives.

Literature Review

Proactive coping theory is valuable for retirement preparation education as it emphasizes anticipating potential challenges and taking proactive steps to manage stress and achieve personal goals. This theory has two main components: (1) Goal Management, which focuses on realistic goal setting and planning, enabling individuals to view crises as opportunities for growth; and (2) Risk Management, which stresses health promotion, environmental adaptation, and the creation of support networks to address potential stressors before they arise. Recent research shows that today’s retirees have higher expectations for fulfilling post-retirement lives, highlighting the importance of comprehensive preparation for retirement.

Currently, retirement education in Taiwan is fragmented, with short-term or one-time courses primarily offered to government employees close to retirement. Studies suggest that a holistic approach starting in mid-life is necessary, covering topics such as financial planning, health, psychological well-being, and social interaction (Sharifi et al., 2023). Principles of adult education further support a needs-driven, self-directed approach, well-suited to a flipped classroom model. Such a model promotes learner motivation and engagement through pre-class readings, in-class discussions, peer interaction, and hands-on applications. Based on this literature, the study proposes a curriculum framework that combines Goal Management, Risk Management, and Learning Management, supported by flipped teaching strategies to meet diverse learning needs and improve retirement preparation outcomes.

Study Design

This research applies proactive coping theory to assess retirement education needs, conducting a flipped teaching experiment to evaluate learning outcomes. An initial needs survey grounded in active aging principles was conducted, gathering structured data to shape the curriculum. The 11-week experimental course applied flipped teaching strategies such as pre-class reading, classroom discussions, self-directed learning, and field-based activities. Evaluation tools assessed outcomes across Goal Management, Risk Management, and Learning Management, using pre- and post-tests to validate learning efficacy in each module. This analysis informed the study’s recommendations for enhancing retirement preparation strategies in Taiwan.

Participants in the study were public sector employees within ten years of retirement, specifically government officials and public school teachers aged 45 and older. A total of 1,509 valid surveys were collected, and 41 participants completed the experimental course, which included modules designed to develop retirement knowledge and practical planning skills. Modules covered Goal Management, Risk Management, and Learning Management, with content tailored to enhance the participants’ retirement readiness.

To measure teaching efficacy, the study employed the “Taiwan Retirement Preparation Education Effectiveness Scale” developed by Hu (2021). This scale assessed the effectiveness of curriculum elements across the three main areas: Goal Management, Risk Management, and Learning Management. After a rigorous validation process involving the Delphi method and reliability testing, the scale demonstrated high internal consistency (Cronbach’s α > .92). Data analysis used SPSS 21 for descriptive statistics, t-tests, and Z-score calculations to examine needs and instructional outcomes, providing insights into the effectiveness of the flipped teaching approach.

Results and Analysis

The survey identified high knowledge needs in health check-ups, retirement fund management, and access to reliable information, with significant improvements observed in knowledge and practical abilities among the 41 course participants. Further analysis revealed that high-demand courses, such as health management tools, demonstrated substantial gains in both knowledge and skills. In contrast, medium-demand courses, such as budget management, showed greater improvements in knowledge than in skill application, suggesting that additional instructional adjustments may be beneficial. Low-demand courses, including fraud prevention, exhibited moderate knowledge improvement but limited skill gains, indicating that enhanced engagement strategies might improve learner outcomes.

Drawing on Knowles’ adult learning theory, the study recommends a differentiated instructional approach tailored to the specific needs of learners in retirement planning courses. Flipped teaching proved especially effective in high-demand courses (e.g., health check-ups and retirement funds), though outcomes in skill application varied, with health management tools achieving the highest impact. For medium-demand courses, notable knowledge retention was observed, but skill development was weaker, underscoring the need for more practical exercises and case-based discussions. Low-demand courses performed poorly in both knowledge and skill outcomes, indicating that interest-stimulating strategies could enhance engagement. The findings confirm flipped teaching’s value in enhancing knowledge retention and life quality, suggesting that future retirement education should incorporate practical exercises and engagement mechanisms to optimize instructional effectiveness.

Conclusion

The study utilizes proactive coping theory to assess retirement preparation needs and examines the impact of flipped teaching on knowledge acquisition and skill development. Results indicate a marked improvement in knowledge, particularly in high-demand courses, although skill application requires additional instructional support. Recommendations include: (1) simplifying content-heavy courses and reducing technical jargon; (2) incorporating situational simulations and field-based learning for skill development; (3) providing pre- and post-activity guidance to foster learner interaction; (4) adopting dynamic teaching strategies to increase classroom engagement; and (5) building awareness for low-demand courses to motivate learners and maximize knowledge retention.

Recommendations

Instructors responsible for retirement preparation education should adopt flipped teaching models and tailor approaches to varied learning needs. For high-demand but low-application courses, more hands-on training is recommended, while low-demand courses should focus on accurate knowledge dissemination and awareness-raising. Given the 46 curriculum modules with differing demand levels, instructors should employ flexible course planning strategies to optimize learning outcomes. Additionally, pre-retirees are encouraged to prepare early for retirement, prioritizing knowledge acquisition across various areas. Future studies should extend to other professional fields to evaluate flipped teaching’s effectiveness for diverse populations.