臺灣中學校長對學校數位轉型支持機制之整合性評估：以TIGPS第二波調查數據進行佐證

An Integrative Assessment of School Digital Transformation Support Mechanisms From the Perspective of Taiwanese Secondary School Principals: Evidence From the Second Wave of the TIGPS Survey

本研究根據「數位世代青少年長期追蹤計畫」（Taiwan Internet Generation Panel Survey, TIGPs）第二波調查資料，分析165位國中校長對於數位教學現況與未來發展的看法。研究結果顯示，絕大多數學校已具備數位教學整合能力，並有明確的教學願景且與教育目標連結；約有九成校長表示學校有提供數位教學資源與教師專業支持，但僅六成具備數位教學專業社群，顯示教師合作文化仍待強化。在教學實踐面，多數學校已導入適性教學平台，亦能追蹤學習表現，但針對特殊需求學生的數位支持仍有進步空間。另有九成以上學校規範學生使用數位設備行為，並逐步建立數位公民素養。針對未來課綱方向，超過七成校長支持以AI思維為課綱核心，推動AI課程設計、師資培育與數位環境建置。整體而言，臺灣國中在數位教育已具良好基礎，但仍需進一步推動教師協作文化、提升數位公平與深化AI素養教育，方能有效銜接數位轉型與課綱改革。

This study analyzes the views of 165 junior high school principals on digital teaching and future educational development, based on the second wave of the “Taiwan Internet Generation Panel Survey (TIGPs).” The findings show that most schools have integrated digital teaching resources and formulated visions linked to educational goals. About 90% of principals reported that schools provide digital teaching resources and professional development for teachers; however, only 60% have established professional learning communities, suggesting the need to strengthen teacher collaboration. In practice, most schools have adopted adaptive teaching platforms and systems to track learning behaviors, but support for students with special needs remains insufficient. Over 90% of schools have implemented rules on students’ use of digital devices and are gradually cultivating digital citizenship. Regarding future curriculum development, more than 70% of principals support embedding AI thinking into core curricula, including curriculum design, teacher training, and infrastructure. Overall, Taiwan’s junior high schools are well-positioned in digital education, but further efforts are needed to promote professional collaboration, ensure digital equity, and deepen AI literacy to meet the goals of curriculum transformation and digital innovation.