全球人工智慧素養教育中的治理議題與社會情緒學習融合

Governance Issues and the Integration of Social and Emotional Learning in Global AI Competency Education

在人工智慧（Artificial Intelligence, AI）快速發展下，教育與社會正面臨多重挑戰。AI技術雖推動產業革新，但也帶來隱私保護、演算法偏誤、教育不平等與倫理風險等問題，凸顯治理與教育的迫切性。本文比較臺灣、美國、歐盟及中國的AI治理與教育政策，探討各國教育政策如何呼應其AI治理模式。此外，AI素養教育已成為當前重要教育議題，基於聯合國教科文組織（United Nations Educational, Scientific and Cultural Organization, UNESCO）所揭示的AI素養框架與美國「學業與社會情緒學習協會」（Collaborative for Academic, Social and Emotional Learning, CASEL）所提出的「社會情緒學習」（Social and Emotional Learning, SEL）能力框架—CASEL SEL framework，本文進一步提出應用SEL來推動AI素養教育的建議方式，以補足學生在面對新興科技時的判斷能力與社會責任。本文亦建議未來AI素養教育應結合SEL，以兼顧技術發展與人本價值，進而建構創新、公平且倫理兼容的教育生態系，培養具備批判思維、同理心與責任感的公民。

With the rapid development of artificial intelligence (AI), education and society are facing multiple challenges. While AI technologies drive industrial innovation, they also bring issues such as privacy protection, algorithmic bias, educational inequality, and ethical risks, highlighting the urgency of governance and education. This paper compares AI governance and education policies in Taiwan, the United States, the European Union, and mainland China, examining how each country’s education policies respond to its AI governance model. Furthermore, since AI competency education has become a critical topic in contemporary education, this paper builds upon the AI competency framework proposed by UNESCO and the Social and Emotional Learning (SEL) competency framework introduced by CASEL in the United States, recommending the integration of SEL into AI competency education to strengthen students’ judgment and social responsibility when facing emerging technologies. The authors argue that future AI competency education should combine SEL to balance technological development with human-centered values, thereby constructing an innovative, equitable, and ethically compatible educational ecosystem that cultivates citizens with critical thinking, empathy, and a sense of responsibility.