以社會網絡觀點探查臺灣中小學永續發展教育

Abstract

全球各國為響應聯合國永續發展倡議，在結合教育體制與永續發展教育（Education for Sustainable Development，ESD）已有所進展。ESD旨在為學習者提供實踐永續社會所需的知識、技能與價值觀。然而許多國家尚未全面推行ESD，在缺乏系統性支援的情況下，可能導致學校層級落實該教育轉型需大幅依賴於學校動員社會網絡的能力。此外，這些網絡如何發展、維護及其資源流動仍未得到充分探討。本研究旨在填補這一研究空白，探討支持臺灣基礎教育實施ESD的社會網絡中包含哪些類型的行動者與關係，以及何種資源透過這些網絡流動以影響學校的ESD實踐──臺灣提供關鍵的研究脈絡在於其作為環境教育領先世界、ESD仍逐步發展的國家。透過訪談29位受訪者（包含11所學校的17位中小學教育者），本研究採用混合方法社會網絡分析探討臺灣中小學的ESD實踐及其社會網絡。研究結果顯示，臺灣的ESD網絡由來自中小學、政府、學術界、企業及民間團體的多元行動者組成，透過三個脈絡途徑構成：跟進國際永續發展議程的潮流、既有環境教育基礎，以及對學校層級挑戰的由下而上回應。在這些網絡中，校長與教育部是具有高度中心性的行動者，另發現較具中心性的行動者多具環境教育背景。這些社會網絡促進四類重要資源的流動——人力、智識、物質與財務資源——有益於學校的ESD實踐。此外，研究發現網絡具有動態特質，常因ESD計畫的時效性與人員異動而受到干擾，促使學校發展維持資源流動的策略。總結而言，本研究從新穎的社會網絡角度揭露臺灣基礎教育當前採行ESD之經驗，提供同樣轉型至ESD的教育體系參照。研究建議學校應建立超越傳統環境教育圈的連結，並強化內部跨界能力。

In response to the United Nations' global call for sustainable development, countries have made progress aligning their education systems with Education for Sustainable Development (ESD). This education aims to equip learners with knowledge, skills, and values to support sustainable societies. Yet full implementation remains incomplete in many countries, which might leave the integration of ESD at the school level dependent on schools' ability to mobilize social networks. Moreover, how these networks are developed, maintained, and their resource flows remain underexplored. This study addressed these gaps by examining what types of actors and relationships form the social networks that support ESD implementation in Taiwan's basic education, and what kinds of resources flow through these networks to influence ESD practices in schools. Taiwan provides a valuable research context as a country where Environmental Education is world-leading, while ESD is still gradually developing. Drawing on interviews with 29 participants, including 17 educators at 11 schools, this research explored ESD practices and social networks in Taiwanese primary and secondary schools. Mixed-method social network analysis revealed that Taiwan's school-based ESD networks comprise diverse actors from primary and secondary schools, government, academia, business, and civil groups, brought together through three contextual pathways: alignment with international Sustainable Development agendas, existing Environmental Education infrastructure, and bottom-up responses to school-level challenges. Within these networks, principals and the Ministry of Education are typically high-centrality actors, with more central actors often having a background in Environmental Education. These social networks facilitate the flow of four essential resource categories—human, intellectual, physical, and financial resources—that benefit schools' ESD practices. Furthermore, the networks were found to be dynamic, often disrupted by the temporary nature of ESD advocacy programs and staff turnover, prompting schools to develop strategies to sustain resources. In conclusion, this study contributed to a clearer understanding of Taiwan's current adoption of ESD in basic education in a social network perspective, offering insights for educational systems similarly transitioning to ESD. The research recommends that schools establish connections beyond traditional environmental education circles and strengthen internal boundary-spanning capabilities.