國際公民教育與素養調查研究（ICCS）之文獻計量分析趨勢探究

Exploring Research Trends in the International Civic and Citizenship Education Study (ICCS): A Bibliometric Perspective

面對全球化挑戰與聯合國永續發展目標（Sustainable Development Goals, SDGs）的推動，公民教育已從傳統的知識傳遞轉向素養導向的實踐。本研究旨在運用文獻計量學方法，系統性探究「國際公民教育與素養調查研究」（International Civic and Citizenship Education Study, ICCS）之學術發展趨勢與知識結構。研究採用Web of Science（WoS）資料庫，依循PRISMA 2020規範篩選出148篇核心文獻，並運用R語言套件Bibliometrix及其視覺化介面Biblioshiny進行分析。研究結果顯示：一、量化趨勢：ICCS相關文獻呈現波段式成長，其高峰與SDG 4.7及全球公民教育（Global Citizenship Education, GCED）政策的推動時程高度相關；二、知識版圖：學術產出雖以歐美及澳洲為主，但亞洲的香港教育大學（Education University of Hong Kong, EdUHK）在機構排名中位居全球之首，展現了亞洲在該領域的關鍵影響力；三、主題演化：關鍵詞共現與主題演化分析揭示了明顯的典範轉移，研究焦點已從早期的靜態「公民知識」（CivicKnowledge）測量，成功轉型為對動態「公民參與」（engagement）、「開放式課堂氣氛」（open classroom climate）及「數位公民」（digital citizenship）等議題的探討。基於上述發現，本研究針對臺灣推動「國際教育2.0」及「雙語2030」政策提出具體建議，應超越表層的國際交流，深化與SDG 4.7連結的議題式課程；在師資培育端，應強化教師營造民主討論空間與數位公民素養教學的專業能力；同時，鼓勵學界善用ICCS開放數據進行在地化的次級分析，以證據導向支持教育決策，讓臺灣在全球公民教育的對話中扮演更積極的角色。

In the face of globalization challenges and the promotion of the United Nations Sustainable Development Goals (SDGs), civic education has shifted from traditional knowledge transmission to competence-based practices. This study employs bibliometric analysis to systematically explore the academic trends and knowledge structure of the “International Civic and Citizenship Education Study” (ICCS). Using the Web of Science (WoS) database and following the PRISMA 2020 guidelines, 148 core documents were selected and analyzed using the R package Bibliometrix and its visualization interface, Biblioshiny. The findings reveal: (1) Quantitative Trends: ICCS-related literature shows significant growth spurts, closely aligning with the timeline of SDG 4.7 and Global Citizenship Education (GCED) policy initiatives. (2) Knowledge Landscape: While knowledge production is concentrated in Europe, the United States, and Australia, the Education University of Hong Kong (EdUHK) emerges as the top-ranking institution globally, highlighting Asia’s critical influence in this field. (3) Thematic Evolution: Keyword co-occurrence and thematic evolution analyses indicate a clear paradigm shift. The research focus has moved from static measures of “Civic Knowledge” to dynamic investigations of “Civic Engagement,” “Open Classroom Climate,” and “Digital Citizenship.” Based on these findings, the study offers specific recommendations for Taiwan’s “International Education 2.0” and “Bilingual 2030” policies. It advocates moving beyond superficial international exchanges to deepen issue-based curricula linked to SDG 4.7. In teacher education, emphasis should be placed on enhancing teachers’ professional competencies in fostering democratic classroom climates and teaching digital citizenship. Furthermore, the study encourages the academic community to utilize ICCS open data for localized secondary analysis, thereby supporting evidence-based decision-making and enabling Taiwan to play a more active role in the global dialogue on civic education.