本研究旨在探討永續發展全球教育的課程設計與實施歷程，以及學生在課程中的學習情況與教學成效。研究採行動研究法，針對臺北市某國小資優班學生，設計並實施為期二十週的教學方案。該課程內容以永續發展目標為基礎，結合情境模擬、角色扮演及合作學習等教學方法。研究中透過聲明稿、提問單、自評表及教師評量等，進行質性與量化資料分析。結果顯示，學生透過課程能理解全球重大議題的基本意涵，並能探討臺灣與國際議題的關聯；此外，學生展現面對全球兩難情境的同理心及永續發展的責任感。最後提出相關建議供學校與教師實施永續發展全球教育課程之教學參考。

This study aims to explore the curriculum design and implementation process of Global Learning for Sustainable Development (GLSD), as well as students’ learning experiences and the instructional effectiveness of such a curriculum. Action research was adopted, and a 20-week instructional program was designed and implemented for gifted students in an elementary school in Taipei. The curriculum content was based on the Sustainable Development Goals (SDGs) and integrated instructional strategies such as situational simulations, role-playing, and cooperative learning. Both qualitative and quantitative data were collected and analyzed through student statements, question sheets, self-assessment forms, and teacher evaluations. The results showed that students were able to grasp the fundamental meanings of major global issues and explore the connections between Taiwan and international topics. In addition, students demonstrated empathy when facing global dilemmas and developed a sense of responsibility toward sustainable development. Finally, the study offers relevant suggestions for schools and teachers as a reference for implementing global education for sustainable development.