重構全球公民教育的領導力：能動性×倫理×永續的整合治理視角

Reconstructing Leadership for Global Citizenship Education: An Integrated Governance Perspective of Agency, Ethics, and Sustainability

近年全球公民教育（Global Citizenship Education, GCED）已由強調全球知識與國際素養的課程議題，轉向以轉化性學習為核心的教育架構，強調學習者在認知、情感與行動三層面的整體發展，並以和平、人權、民主與永續作為公共價值。然而，GCED在政策與課程推動上常因概念界定不一而流於形式化，且在永續發展目標（Sustainable Development Goals, SDGs）4.7制度化後，學校現場仍受資源、行政與教師支持不足影響，產生「政策—制度—課堂」落差。面對績效、競爭以及AI與大數據導入教育決策所帶來的隱私、偏誤與數位落差風險，教育領導亟需重新定位其公共性與倫理性。本文提出「能動性×倫理×永續」的整合治理視角：以能動性創造可行動的制度空間，促進教師與學生由政策接受者轉為公共行動者；以倫理作為價值校準與決策界線，維護教育正義並調和在地文化與全球目標；以永續導向的系統思維將價值嵌入課程、評量、校務與社區協作，並以分布式治理降低耗竭、提升韌性。透過此典範，GCED得以由課程倡議走向治理實踐，將「全球責任」轉化為可治理、可實踐且可持續的校園生活世界。

Global Citizenship Education (GCED) has moved beyond a curriculum topic centered on global knowledge and international-mindedness toward a transformative learning framework that emphasizes learners’ holistic development across cognitive, socio-emotional, and action dimensions, grounded in public values such as peace, human rights, democracy, and sustainability. Yet, in policy and school practice, GCED is often ambiguously defined and implemented in symbolic or decontextualized ways. With its institutionalization under SDG 4.7, schools continue to face gaps between policy intent, organizational arrangements, and classroom enactment due to limited resources, administrative constraints, and insufficient professional support. Meanwhile, performance-driven accountability and competitive logics– further intensified by AI and data-driven decision-making raise ethical risks related to privacy, algorithmic bias, and digital divides. This article proposes an integrated governance perspective of Agency-Ethics-Sustainability to rethink educational leadership for GCED. Agency highlights how leaders design actionable institutional spaces that enable teachers and students to become public actors rather than passive policy recipients. Ethics provides the normative compass and decision boundaries needed to safeguard educational justice and mediate tensions between local cultural identities and global civic aims. Sustainability frames GCED as a whole-school, system-oriented endeavor that embeds values into curriculum, assessment, school operations, and community partnerships through distributed governance that reduces burnout and strengthens organizational resilience. Together, this paradigm positions GCED as a leadership and governance challenge, translating “global responsibility” into an actionable, governable, and sustainable school lifeworld.