永續發展議程中的教育領導：永續發展與全球公民教育的新路徑

Educational Leadership in the Sustainable Development Agenda: A New Pathway for Education for Sustainable Development and Global Citizenship

在全球多重危機的脈絡下，永續發展教育（Education for Sustainable Development, ESD）與全球公民教育（Global Citizenship Education, GCED）已成為回應21世紀挑戰的核心教育議題。永續發展目標SDG 4.7要求各國確保所有學習者具備永續發展所需的知識、價值與行動能力，使永續發展教育與全球公民教育成為教育轉型的重要基礎。然而，學校在實踐永續發展與全球公民教育時，常面臨課程整合不足、教師專業能力有限、行政系統缺乏支持以及政策願景與實施落差等困境，教育領導因此成為推動永續發展與全球公民教育的關鍵力量。本文提出「永續發展與全球公民導向教育領導」（Sustainability and Global Citizenship-Oriented Educational Leadership, SGC-OEL）的行動架構，說明學校領導者如何透過願景與價值、課程與教學、組織與夥伴關係三大面向推動永續與全球公民的教育轉型。在願景與價值層面，領導者需建立永續核心願景並以道德與永續領導為基礎，引領校園文化朝向永續轉型；在課程與教學層面，則需透過跨領域整合、專業學習社群與行動導向學習，強化學生的全球責任與永續行動力；在組織與夥伴關係層面，則需推動跨校協作、社區參與與國際連結，使學校成為「在地行動×全球視野」的永續學習場域。最後，本文建議未來教育領導需在多層次治理、課程創新與跨界合作中持續發展，以培養能面對全球挑戰的永續行動者。

Amid escalating global polycrises, Education for Sustainable Development (ESD) and Global Citizenship Education (GCED) have become central to addressing the challenges of the twenty-first century. SDG Target 4.7 calls on all countries to ensure that learners acquire the knowledge, values, and action competencies necessary for sustainable development, positioning ESD and GCED as foundations for educational transformation. However, schools often struggle to implement ESDGC due to fragmented curriculum integration, limited teacher capacity, insufficient administrative support, and gaps between policy visions and actual practice. Educational leadership therefore emerges as a critical driving force in advancing ESDGC. This article proposes the framework of Sustainability and Global Citizenship– Oriented Educational Leadership (SGC-OEL) to illustrate how school leaders can foster educational transformation through three core dimensions: vision and values, curriculum and pedagogy, and organization and partnerships. At the level of vision and values, leaders must establish a sustainability-centered vision and guide cultural transformation through ethical and sustainable leadership. In curriculum and pedagogy, leaders should strengthen global responsibility and sustainability action competence by promoting interdisciplinary integration, professional learning communities, and action-oriented learning. At the organizational and partnership level, leaders are encouraged to advance cross-school collaboration, community engagement, and international partnerships, enabling schools to become sustainability learning environments grounded in “local action × global vision.” The article concludes by suggesting that future educational leadership should continue to evolve through multi-level governance, curriculum innovation, and cross-sector collaboration, in order to cultivate sustainability actors capable of addressing global challenges.