公民持續參與公共事務的過程被認為是提升公民社會程度的重要途徑，惟較少在大學階段擬訂培力公民素養的政策規劃實踐課程，以及可實際學習規劃工具以進一步深入參與的討論。因此，本研究以政策議題導向帶領學生進行公共政策的探討，透過學習不同政策規劃工具來提升公民參與及核心素養能力，並分析參與學習及滿意度之認知。本研究共計有38位學生參與，結合審議式民主及公共參與地理資訊系統等政策規劃工具，舉辦兩次工作坊及四次教學活動課程，以建立學生的公民素養，且於各階段施予公民核心素養及學習認知（學習參與及參與滿意度）問卷測量。本研究針對分析結果歸納以下三點結論：（1）男學生相較於女學生在科技及團隊合作的核心素養能力上呈現顯著差異；（2）學生的參與學習及參與滿意度隨著不同教學活動課程的培力展現正向的影響；（3）學生的學習經驗基礎及教學時間限制無法在短時間內促使核心素養能力呈現顯著的正向差異。綜上所述，本研究認為學生可透過政策工具的操作，逐漸強化個人對於公共議題的參與程度及意願，並累積核心素養能力，邁向持續參與之效益。

Active civic participation is essential for democratic citizenship. Nevertheless, few university-level courses develop students’ civic competency through policy planning activities or provide them with tools to plan their engagement in policy discussions. The present study employed a policy-oriented approach to guide students in discussing public affairs, enhancing their core civic competencies by using policy planning tools and measuring their learning outcomes and attitudes. A total of 38 students participated in an intervention to cultivate their core civic competencies. This intervention was based on the concept of deliberative democracy and made use of Public Participatory Geographic Information Systems (PPGIS). At each instructional stage, questionnaires were administered to measure civic competencies and learning outcomes. The findings of this study are as follows: (1) Male students showed significantly higher levels of core competencies related to technology use and teamwork than female students; (2) Students’ learning engagement and participation satisfaction were positively influenced by the capacity-building instructional activities implemented in the course; and (3) Due to students’ prior learning experiences and the limited instructional time, no significant positive differences in core competencies were observed in the short term.