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| Title: | 以學校生態系統分析瑞典中小學永續發展教育之實施
An analysis of the Implementation of Education for Sustainable Development in Swedish K-12 Schools: A School Ecosystem Perspective |
| Authors: | 王柱勝
Wang, Chu-Sheng |
| Contributors: | 陳榮政
Chen, Robin J.
王柱勝
Wang, Chu-Sheng |
| Keywords: | 永續發展
永續發展教育
瑞典
生態系統
學校生態系統
Sustainable Development
Education for Sustainable Development
Sweden
Ecological Systems
School Ecosystems |
| Date: | 2025 |
| Issue Date: | 2025-09-01 15:27:15 (UTC+8) |
| Abstract: | 永續發展教育近年已成為全球教育的趨勢。瑞典自 2002 年起積極推動永續發展教育，透過系統性的教育政策與在地實踐的累積，已成為國際公認的領導國家。儘管瑞典在永續發展教育領域已有豐富且多元的研究，但仍缺乏以系統性觀點為基礎的實證探討。因此，本研究以學校生態系統模型中的微觀、中介、外部與鉅觀系統為分析架構，探討瑞典中小學教師教學實踐所受的影響。
本研究屬於移地研究，採用質性研究法，包含田野調查、半結構式訪談與文件分析。田野調查部分，研究者進入三所瑞典中小學，進行課堂觀察、非正式的師生晤談與照片紀錄，建構厚實資料作為後續編碼分析之依據。訪談則涵蓋個案學校之校長、行政人員、教師、學生以及地方教育行政長官，進行個別或團體訪談。文件分析部分則包含學校公開文件、瑞典 2022 年版課綱以及相關教育政策文件。
研究者運用質性分析軟體 Atlas.ti 8.4.5 版分析上述資料，並歸納結論為：
一、微觀系統：教育者對永續意義的理解有助於深化教學實踐
二、中介系統：校長領導有助於轉化教師理念差異並形塑學校文化
三、外部系統：在中央政策引導下，地方自主性展現多元實踐樣態
四、鉅觀系統：環境保育意識與民主溝通深植於瑞典社會文化
整體而言，研究者從教師、校長、地方教育行政單位、教育政策與社會變遷等因素出發，分析各層級教育環境如何相互交織並影響教學實踐。結果指出，教師在學校生態系統中實施永續發展教育時，經常面臨來自不同層級的正向與反向力量，顯示永續發展教育的實施具有高度複雜性與張力。最後，研究者根據研究發現，提出對未來研究方向與我國永續發展教育實踐之建議。
Education for Sustainable Development (ESD) has become a global educational trend in recent years. Since 2002, Sweden has been actively promoting ESD through systematic educational policies and extensive local practices, establishing itself as a globally recognized leader in ESD. Although Swedish ESD research is rich and abondance, empirical studies grounded in a systemic perspective remain limited. Therefore, this study adopts the School Ecosystems Model—comprising the microsystem, mesosystem, exosystem, and macrosystem—as an analytical framework to examine the systemic influences on the ESD teaching practices of Swedish compulsory and higher secondary school teachers.
This research is a field-based qualitative study, employing fieldwork, semi-structured interviews, and document analysis. The fieldwork involved classroom observations, informal conversations with teachers and students, and photo documentation conducted at three Swedish schools, resulting in detailed ethnographic records used for later coding and analysis. Semi-structured interviews were conducted with principals, administrators, teachers, students from the case schools and municipal education officials, both individually and in groups. Document analysis covered school documents, Sweden national curriculum (Lgr22), and relevant educational policy documents to contextualize school characteristics and recent reforms in Swedish education.
Based on a comprehensive qualitative analysis using Atlas.ti software, the study identifies four major findings:
1. Microsystem: Educators’ understanding of the meaning of sustainability helps deepen their teaching practices.
2. Mesosystem: Principal leadership facilitates the transformation of differing teacher beliefs and helps shape school culture.
3. Exosystem: Under the guidance of national policy, local autonomy gives rise to diverse forms of practice.
4. Macrosystem: Environmental awareness and democratic communication are deeply embedded in Swedish societal culture.
Overall, this study analyzes how various levels of educational environments—ranging from teachers, principals, and local administrators to national policy and societal change—interact and shape ESD practices. It reveals that ESD implementation is shaped by complex and often conflicting systemic factors, highlighting the tensions and challenges embedded in its practice. Finally, the study offers recommendations for future research and insights for implementing ESD in Taiwan. |
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| Description: | 碩士
國立政治大學
教育學系
111152001 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0111152001 |
| Data Type: | thesis |
| Appears in Collections: | [教育學系] 學位論文
|
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