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翻轉教育數位工具應用手冊

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翻轉教育數位工具應用手冊

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【學習附件】翻轉教育數位工具應用手冊

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【數位增能應用之道】第一堂課「備課靈感：和ChatGPT 問好問題，做好教案」課程附件

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Ｇoogle Gemini多模態輸入之數學自主學習

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人工智慧與教育融合的挑戰與潛力

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從零開始設計PBL專題課程！

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從零開始設計PBL專題課程！

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永續發展教育ESD結合SDGs，培養下一代面對未來

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永續發展教育ESD結合SDGs，培養下一代面對未來

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2024/04/08 方元沂（文化大學永續創新學院院長）

永續發展教育（Education for Sustainable Development, ESD）的發展及實踐，已是歐美英等國重要教育政策和人才基礎建設的重中之重。 圖／shutterstock

在永續世代的大趨勢下，永續發展教育（Education for Sustainable Development, ESD）的發展及實踐，已是歐美英等國重要教育政策和人才基礎建設的重中之重，ESD並且已與氣候變遷教育融合，成為 「氣候變遷教育結合永續發展教育」（climate change education for sustainable development, CCESD） 。

在去年底的聯合國氣候峰會COP28中，聯合國推動永續發展教育的主責機構聯合國教科文組織（UNESCO）與UAE合作，首次設立「綠色教育中心」（Greening Education Hub），探討科技的整合運用、公正轉型與世代正義等多面向氣候變遷教育綜合議題。

不論是厚植公民的永續素養到永續人才的培育、體制內與體制外的教育、在職學習與終身教育，ESD都將扮演越來越重要的角色，本文從ESD到與永續發展目標的整合運用ESGDs、歐盟與英國的ESD政策、國際上各大學在ESD的推動等面向介紹這波ESD關鍵趨勢。

永續發展教育（ESD）培育下一代面對未來

ESD是一種創新的教育學習方式，其目標是藉由教育來賦能，使人們能為環境完整性、經濟可行性和今後世代的公正社會作出明智的決定和負責任的行動 。

ESD起源於日益增長的永續性挑戰的教育需要，其可追溯自1987年，聯合國「世界環境與發展委員會」發表「布朗特蘭報告」（The Brundtland Report），又名「我們共同的未來」（Our Common Future），正式將「永續發展」的理念定義為「既滿足當代人之需求，又不危及下一代人滿足其需求能力之發展」，強調永續發展將以經濟、社會、環境三者均衡發展為目標。

在「聯合國永續發展教育十年」（2005-2014年）中，ESD著重在透過教育帶起行動，以培育出具有批判思考、溝通協調、衝突解決，且又能尊重生命與文化等基本素養的世界公民。

在聯合國在2015年正式宣布「2030永續發展目標」（Sustainable Development Goals, SDGs）包含消除貧窮、減緩氣候變遷、促進性別平權等17項目標，並有169 項追蹤指標，用以指引全球共同努力、邁向永續後，ESD開始與SDGs結合，UNESCO在2017年提出永續發展教育的教育目標中，即將ESD與SDGs連結，其指出教育是實現SDGs的重要關鍵。

ESD與SDGs連結，顯示教育是實現SDGs的重要關鍵。 圖／freepik

教育本身既是一永續目標，也是實現所有其他永續發展目標的手段，教育體系必須通過確定相關的學習目標和學習內容，導入賦予學習者能力的教學法，並敦促其機構將永續性原則納入其管理結構，來應對這一迫切需求。

ESD教育目標是要培養學生跨域永續發展能力，例如，系統思考力、預測力、規範能力、策略擬定力、協作力、批判思考力、自我覺察力、整合問題解決力，此外，針對各個永續發展目標，訓練學生認知、社會情感和行為學習的能力，使他們能夠應對每個SDG的特殊挑戰。透過教導學生必要的知識和思維技能，以瞭解SDG和實現它的挑戰，並加強其社交技能，使其能協作、談判和溝通，以及在價值觀、態度和動機的自省成長，進而從行為結果來學習 。

ESD五大重點方向，發展永續生態系

在上述的永續發展教育十年計劃（2005-2014年）與《全球永續發展教育行動計劃》的基礎上，UNESCO通過新的「2030永續發展教育框架」（ESD for 2030），此框架強調調整和加強教育及學習，為促進永續發展的所有活動做出貢獻 。UNESCO 於2020年提出2030年的永續發展教育路線圖（ESD for 2030 roadmap），將「優化政策與法規」、「翻轉學習環境」、「教師增能」、「賦能青年行動力」、「加速地方社區實際永續行動」，列為ESD的優先方向，而這五項優先方向不能各自發展，必須透過體制內外的公私協作互相支持，發展出生態系 。

目前ESD與SDGs的整合運用（ESDGs）已是教育領域的全球趨勢，UNESCO在2021年5月通過了《柏林永續發展教育宣言》（Berlin Declaration on Education for Sustainable Development），指出ESD以SDG 4.7為基礎並作為所有17項SDGs的推動者，是實現所需變革的基礎，為每個人提供知識、技能、價值觀和態度，成為永續發展的變革推動者；教育可協助整合經濟、社會和環境各個方面的永續發展；而教師在促進ESD具有關鍵作用，各國政府應投資於各級教師和教育人員的ESD能力發展 。

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【永續教室】永續發展教育ESD結合SDGs，培養下一代面對未來 | 倡議家

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基於UbD理論之技職課程設計與實踐

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基於UbD理論之技職課程設計與實踐

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基於UbD理論之技職課程設計與實踐

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全球課程改革與素養沿革.pptx

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聯合國UN 10YFP Sustainable Lifestyles and Education和永續溝通公司Futerra日前發布一套實用創意的指南，將SDGs落實於個人生活中 ─ 美好生活目標 (#GoodLifeGoals)。

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2018-12-20 | 作者：Solitaire Townsend／編譯：CSRone 郭姿儀

參與永續發展相關工作即意味著有許多機會和大人物交流，包含執行長、名人和部長等，這些大人物言行態度動輒影響數百萬人、或者可以啟動產業體系帶給世界正向或負向影響力。這麼大的影響力，似乎非一般人能及。

不過，我們是否曾經思考過 : 如果未來的世界不是由這些大人物控制，而是由數十億萬的個別的人們所主導，透過個人的行為改變、投票、發聲、倡議、維護，以友善環境、待人處事的日常方式來轉變環境與社會，這會有甚麼效應呢？

聯合國「永續消費與生產十年計畫」(the United Nations' 10YFP Sustainable Lifestyles and Education programmes, UN 10YFP) 與永續顧問公司 Futerra共同發布了「美好生活目標」(the #GoodLifeGoals)，內容詳細描述與說明民眾的日常行動是能夠對17項永續發展目標 (Sustainable Development Goals, SDGs) 帶來貢獻的。這項指南同時獲得瑞典政府與日本政府、聯合國環境署、UNESCO、WBCSD等機構的支持。

永續發展目標本身能夠引導決策者和企業家制定大型的策略，以呼應2030年前要達成的永續發展內容。同樣的道理，全球性的永續生活模式也正在進行中，所謂「好的生活」(Good Life) 已被民眾、品牌、組織、和教育工作者重新定義。人們逐漸將焦點放在如何透過對他人與地球友善，使全體變得更快樂、更健康。

「美好生活目標」試圖解決SDGs長久以來被詬病的「遠大理想與個人生活脫鉤」的問題。透過列舉個人日常生活中能夠實踐的永續行動，說明個體或集體對於改變未來都扮演著重要的角色，而營利與非營利組織則是有著觸發Good Life Goals的功能。

世界企業永續發展委員會(World Business Council for Sustainable Development, WBCSD)、UN 10YFP與Futerra認為，這個Good Life Goals新倡議可以提供企業，尤其是金融業一個全新的思考模式，用不同的角度看待SDGs與永續性，把企業的作為（包含產品、服務、操作、行銷、品牌形象等）和顧客生活方式，兩者之間真實地聯繫起來。

專家認為，企業或機構可以透過下列三種基本方式呼應Good Life Goals：

一、呼籲顧客共同參與
Good Life Goals幫助企業更容易將SDGs與顧客的生活模式和行動做連接，這代表著品牌更夠更有效地與客戶互動，包含產品或服務等相關行為都能發揮正向影響力。（例如，主題標籤 #GoodLifeGoals 即是運用方式之一。）

二、呼籲員工共同參與
Good Life Goals提供企業一套簡單有趣的工具，讓散布全球各地的員工共同實踐一系列的行動，包含執行內部活動、促進SDGs的意識與深層理解、以及讓透過溝通對話的方式，使永續生活的文化更容易嵌入日常生活中。

三、鼓勵產品與服務創新
Good Life Goals能夠促進新產品朝向更支持永續生活的的方向發展，也幫助企業理解自身的產品如何影響個人生活，以從中鑑別出創新發展的可能性，並且思考如何提供顧客更好的產品、使用經驗、與互動模式。
Good Life Goals提供個人在生活中的永續指引，也提供企業清楚的路徑圖 (roadmap)，搭配有趣的表情符號 (emojis)，邀請讀者一起踏上永續旅程。

美好生活目標 (Good Life Goals)
註冊會員並免費訂閱《CSRone電子報》，獲取更多永續新知！
This article is reproduced under the permission of Futerra Sustainability Communications and terms of Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License ("CCPL"). It presents the opinion or perspective of the original author/organization, which does not represent the standpoint of CSRone Reporting.

資料來源： An approach to make the SDGs personal
圖片來源： Good Life Goals Manual p12

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聯合國UN 10YFP Sustainable Lifestyles and Education和永續溝通公司Futerra日前發布一套實用創意的指南，將SDGs落實於個人生活中 ─ 美好生活目標 (#GoodLifeGoals)，希望激發全球億萬的個人行動與日常實踐，促使SDGs早日實現。而企業亦可透過顧客參與、員工參與、鼓勵產品與服務創新等方式，鑑別出創新的發展機會。

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1. 準備卡片：製作一套SDGs引導反思卡片，每張卡片上標有一個符號和對應的問題，例如「腦」符號的問題可以是「我對此次活動中的SDGs主題有哪些新的認識和理解？」。

2. 分享經驗：在SDGs活動結束後，請參與者選擇一張卡片，根據問題分享自己在SDGs活動中的經驗，例如選擇「心」符號的卡片，可以分享自己在SDGs活動中所感受到的情緒和情感。

3. 提出問題：當每個參與者都分享完自己的經驗後，可以請他們選擇另一張卡片，回答對應問題，例如選擇「腳」符號的卡片，可以回答自己在SDGs活動後下一步的具體行動。

4. 聚焦主題：在分享和回答問題的過程中，請引導參與者聚焦SDGs主題，請他們分享與SDGs相關的經驗和想法，鼓勵他們提出問題和挑戰。

5. 提供正面回饋：當參與者分享自己的經驗和想法時，可以鼓勵其他人給予正面回饋，例如選擇「拇指向上」符號的卡片，可以給予其他參與者積極的回饋和支持。

6. 總結和反思：在所有參與者都分享完自己的經驗和想法後，可以總結和反思整個SDGs活動，詢問參與者是否對SDGs有了更深入的了解，是否有哪些具體行動可以實現SDGs目標，以及是否還有其他問題和挑戰需要面對。

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SDGs 細項指標與說明（IHT）

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SDGs 細項指標與說明（IHT）

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Education for sustainable development: a roadmap (中文版).pdf

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https://drive.google.com/file/d/1vlS2o8-zK_HW1koUXsMSOD8FeQTCEmxz/view?usp=share_link

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永續發展目標教育手冊（2022 新版）

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United Nations Decade of Education for Sustainable Development

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United Nations Decade of Education for Sustainable Development

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The Decade of Education for Sustainable Development (DESD) 2005–2014 was an Education for Sustainable Development (ESD) initiative of the United Nations.

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From Wikipedia, the free encyclopedia

The Decade of Education for Sustainable Development (DESD) 2005-2014 was an Education for Sustainable Development (ESD) initiative of the United Nations. The Decade was delivered by UNESCO as lead agency, and gave rise to Regional Centres of Expertise (RCE) networks, and the GUPES universities' partnership. The launch of the United Nations Decade of Education for Sustainable Development started a global movement to reorient education to address the challenges of sustainable development. It was the first UN Decade to establish a global monitoring and evaluation process and expert group. Building on the achievement of the Decade, stated in the Aichi-Nagoya Declaration on ESD, UNESCO endorsed the Global Action Programme on ESD (GAP) in the 37th session of its General Conference. Acknowledged by UN general assembly Resolution A/RES/69/211 and launched at the UNESCO World Conference on ESD in 2014, the GAP aims to scale-up actions and good practices. UNESCO has a major role, along with its partners, in bringing about key achievements to ensure the principles of ESD are promoted through formal, non-formal and informal education.

International recognition of ESD as the key enabler for sustainable development is growing steadily. The role of ESD was recognized in three major UN summits on sustainable development: the 1992 UN Conference on Environment and Development (UNCED) in Rio de Janeiro, Brazil; the 2002 World Summit on Sustainable Development (WSSD) in Johannesburg, South Africa; and the 2012 UN Conference on Sustainable Development (UNCSD) in Rio de Janeiro. Other key global agreements such as the Paris Agreement (Article 12) also recognize the importance of ESD. Today, ESD is arguably at the heart of the 2030 Agenda for Sustainable Development and its 17 Sustainable Development Goals (SDGs) (United Nations, 2015). The SDGs recognize that all countries must stimulate action in the following key areas - people, planet, prosperity, peace and partnership - to tackle the global challenges that are crucial for the survival of humanity. Some of these SDGs include ensuring affordable and clean energy, providing clean water and sanitation, and partnership for these goals. ESD is explicitly mentioned in Target 4.7 of SDG4, which aims to ensure that all learners acquire the knowledge and skills needed to promote sustainable development and is understood as an important means to achieve all the other 16 SDGs. Additionally, SDG17 focuses on strengthening the means of implementation and revitalization of global partnership for sustainable development.

Based on proposals by Japan and Sweden, the United Nations General Assembly, at its 57th Session in December 2002, adopted Resolution 57/254 to start the DESD, following the Johannesburg Plan of Implementation, which emphasised that education is an indispensable element for achieving sustainable development.

UNESCO was designated as lead agency for the Decade and developed a draft International Implementation Scheme for the DESD.

Along with the Millennium Development Goals (MDGs) process, the Education For All (EFA) movement, and the United Nations Literacy Decade (UNLD), the DESD also aimed to achieve an improvement in the quality of life, particularly for the most deprived and marginalised, fulfillment of human rights including gender equality, poverty reduction, democracy and active citizenship. Whereas the MDGs provide a set of tangible and measurable development goals within which education is a significant input and indicator; EFA focuses on ways of providing educational opportunities to everyone; and the UNLD concentrates on promoting the key learning tool for all forms of structured learning, DESD was concerned particularly with the content and purpose of education. In concept and design, ESD challenges all forms of educational provision to adopt practices and approaches which foster the values of sustainable development.

In response to the DESD, the United Nations University (UNU) called for the development of networks for the promotion of ESD, as well as being expertise centres for the research development of ESD. This was the birth of Regional Centres of Expertise (RCE) supporting education for sustainable development. Dr. Betsy Boze was instrumental in drafting and approval of the International Association of Universities "Iquitos statement on Higher Education for Sustainable Development."

The United Nations Environment Programme (UNEP) has facilitated the establishment of the Global Universities Partnership on Environment and Sustainability (GUPES) in 2012 as a flagship contribution to the UN DESD. The focus of GUPES is around three pillars: Education, Training and Network, and is based on the experience and scaling up of the successful Mainstreaming Environment and Sustainability in African Universities (MESA) project.

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United Nations Decade of Education for Sustainable Development - Wikipedia

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From Wikipedia, the free encyclopedia The Decade of Education for Sustainable Development (DESD) 2005-2014 was an Education for Sustainable Development (ESD) initiative of the United Nations. The Decade was delivered by UNESCO as lead agency, and gave rise to Regional Centres of Expertise (RCE) networks, and the GUPES universities' partnership.

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聯合國永續發展教育十年計畫

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聯合國永續發展教育十年計畫

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2002 年 12 月聯合國大會會議提出：聯合國永續發展教育十年計畫，計畫時間自 2005 年到 2014 年，指定由聯合國教科文組織領導這個計畫。2003 年，依據聯合國大會的决定，教科文组織在起草 “聯合國永續發展教育十年計畫 2005-2014” 草案時，根據聯合國長期關注的 “教育” 和 “永續發展” 二個領域，進一步深化了永續發展教育内涵。在草案中明確指出：對永續發展而言，教育是關鍵。

“永續發展教育（Education for Sustainable Development , 簡稱 ESD）”，必須考慮永續性的的三個領域，即環境、社會（包括文化）和經濟。“永續發展教育” 的基本觀點是發展切合當地情况且與文化相適應的教育計畫。永續發展教育要建立在體現永續性的理想和原則基礎之上：如代際公平、性别平等、社會寬容、消除貧困、環境保護和重建、自然資源保護、公正與和 平的社會。永續發展教育基本上是價值觀念的教育，它的核心是尊重他人，包括當代人和後代人， 尊重差異與多樣性，尊重環境，尊重我們居住的星球上的資源。教育使我們能够理解自己和他人， 以及我們與自然和社會環境的關連，這種理解是建構尊重的堅實基礎。根據公正、責任、探索和對話，永續發展教育的目的，是要我們的行為和實踐，使所有人的基本生活需要不被剝奪，享受完全的生活。

和多數教育活動不一樣，永續發展教育最先是被教育界以外的人士創立的，而且促進永續發展教育的一個主要推動力來自國際政治和經濟組織，如聯合國經濟合作與發展組織、美洲國家組織。隨著人們對永續發展概念的研討和闡述，人們清楚地認識到教育對永續發展至關重要。但在許多國家，永續發展教育仍在受教育界以外的人們所影響，比如：環境和衛生等部門提出永續發展教育的理念與內容，然後再對教育工作者宣傳。國際機構和教育工作者都知道：這種沒有教育 7 工作者參與的思想發展過程是存在問題的。教育具有雙重的作用，它不僅要使受教育者適應當前的社會，而且還要使他們具備：改造當前這個社會，以創造一個更加永續發展的未來能力。在社會再生產（reproduction）與社會改造（transformation）二者之間，永續發展更強調在後者。永續發展教育十年計畫的全球設想是：世界上每一個人都能夠接受到良好的教育，學習永續發展的未來，建立社會變革所要求的價值觀念、行為和生活方式（王民，2002）。

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永續發展教育脈絡探討：「聯合國永續發展教育十年計畫 「聯合國永續發展教育十年計畫」之回顧

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永續發展教育脈絡探討：「聯合國永續發展教育十年計畫 「聯合國永續發展教育十年計畫」之回顧

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永續發展教育脈絡探討：「聯合國永續發展教育十年計畫 「聯合國永續發展教育十年計畫 聯合國永續發展教育十年計畫」之回顧

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U-BOPPPS 教學模式之評估與建構

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U-BOPPPS 教學模式之評估與建構

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Ten 21st-century Skills Every Student Needs

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Don&#x27;t get left on the shelf ... brush up on your collaboration, communication and problem-solving skills Image: REUTERS/Eric Gaillard

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Ten 21st-century Skills Every Student Needs

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Skills required in the 21st-century for students are quite different from the past. Check out 10 skills that a student should have in the 21st-century.

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SDGs 目標概述與案例（未來城市）

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SDGs 目標概述與案例（未來城市）

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文章中每一項指標點進去後都有詳細的介紹與相關的案例，寫的很詳細，一點也不想懶人包XD

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SDGs永續發展目標 學校教學課程案例（翻轉教育）

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SDGs永續發展目標 學校教學課程案例（翻轉教育）

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Everyone can contribute to making sure the Global Goals are met. Here you can read more about the Goals, find organizations to support and information to share. Anyone can change the world. Welcome to join the movement.

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聯合國於西元 2015 年通過 2030 永續發展議程，提出 17 項全球邁向永續發展的 核心目標，藉此引領政府、地方政府、企業、公民團體等行動者，在未來 15 年間的決策、投資與行動方向，共同創建「每個國家都實現持久、包容和永續的經濟增長和每個 人都有合宜工作」的世界，一個得以永續的方式進行生產、消費和使用從空氣到土地、 從河流、湖泊和地下水到海洋的各種自然資源的世界。

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公視電視節目《我們的島》官方網站

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公視電視節目《我們的島》官方網站

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1998年11月1日「我們的島」節目正式播出，當年台灣的環境還處於大肆開發的年代，在經濟掛帥的氛圍中，「我們的島」為環境發出另一種聲音，至今「我們的島」仍是台灣媒體中，唯一以「環境」為報導主題的新聞性節目，也是公共電視開播以來歷史最久的新聞性節目，，島上最美的、最醜的、最令人感動的、最令人傷心的環境影像，我們都曾經真實的呈現觀眾眼前，「我們的島」節目是跟著台灣的環境一起成長的，當我們欣喜看到台灣環境意識逐步抬頭的同時，也難過的見證，一波波強大的開發與不公義的政策再度席捲台灣。

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《葬送，還是活化？》之一：啤酒的百年滋味｜產業活保存遇到什麼難題？

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那些我們曾經擁有，習以為常又深刻的生活樣貌、地景故事、花蟲鳥獸，正逐漸在改變中。

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台灣唯一以環境議題為主的新聞節目，長期紀錄台灣環境超過25年，除了每週一晚間10點在公視頻道播出外，也推出Podcast和YouTube頻道，讓更多民眾認識周遭環境。

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Google最新研究：未來教育9大趨勢重點為何？該做什麼準備？

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Google最新研究：未來教育9大趨勢重點為何？該做什麼準備？

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許多攸關未來教育的研究，都從非教育現場的聲音出發，難與教育現場接軌。Google for Education借力國際研究機構，走訪24國，與許多教育現場領袖和相關人士歷時兩年做成3份報告，帶大家看到融合遠景與實務、截然不同的「教育新未來」。

（親子天下提供）

新的年度，人們急於展望未來，特別是攸關未來世代的教育。

但研究報告常常比較聚焦在描繪不同專業領袖看見的遠景，少了各地教育工作者與意見領袖的聲音，不容易串接當下現實與未來。所以，當 Google for Education 在2022年底分三批公布近200頁的《未來教育》（ Future of Education ）報告時，引起了不少矚目。

這不只是因為 Google 本身就有為教育界量身打造的工具，而深入了解教育界人士與未來世代的學生；它的企業經營與研究都走在時代前端，了解世局趨勢；以及旗下服務匯聚了世人的思維與行為洞察，貼近現實；更因為這份報告與全球行為洞察研究機構 Canvas8 合作，共歷時兩年、跨越了24個國家，帶領讀者走訪產官學界，看到了比其他報告更進一步的未來需求與教育趨勢，還包含了如何教與如何學，以及教育與學習生態系未來將如何轉變，希望能夠呈現「截然不同」的未來。

強調以科技重塑教育的媒體《The Journal》也採訪了相關單位。綜合這份採訪以及報告原稿，光是從他們所看到的未來，的確就已經超越目前許多報告對世局的認識。

一、如何為「新未來」做好準備？必備3思維、5技能

已經有太多機構提出過未來人才需要問題解決者、教育應與實務接軌、終身學習等概念，但是這份報告看到了更進一步的演變。
1、從「問題解決者」進化到「全球問題解決者」
過去的各種報告強調「問題解決」技能的重要。但未來世代要解決的，不只是個人、當地的問題，而是要面對全球性的挑戰。所以， 教育的內涵還要加上全球觀與跨文化的理解、溝通，並且深諳全球性的議題 ，像是公平的教育機會、數位素養、永續發展、經濟波動等等，如何使我們在生活、學習與工作各方面的問題都更複雜，以及因應時代所需要的跨領域結合與協作。而且，在解決任何問題時，也要能夠考慮這些全球挑戰的影響。

在加拿大的貝爾泉公立學校（Belfountain Public School）就讓學生練習，在進行任何計劃、小組專題、討論時，無論是個人或小組合作，都要加上聯合國17項 永續發展目標（SDGs） 中的一項，讓學生循序漸進地累積全球視野與思考、跨國問題解決技能，也學到時時可以探索新知識、帶來正向改變的態度與能力。
2、工作所需要的各種「技能改變」，已經從未來式變成現在進行式
世界經濟論壇 （WEF）曾指出，在2025年以前，將有9,700萬個新工作問世，8,500萬個工作消失。轉眼之間，這就將在兩年內成形；工作所需技能的改變，其實也從未來式變成了現在式。瑞典的公共就業服務局就運用各種求職廣告與工作趨勢文章中的大數據，抽絲剝繭出人們需要、即時又精確的新技能。

因應這些變局，報告建議讓學生更早、甚至15歲前就有機會接觸、認識職場，而且這不只是為了探索他們有興趣的領域而已，還要 藉著頻繁的接觸、參訪、與專業人員的互動，得到啟發，思考人生的路徑，體察到不斷變化的職場現實與趨勢 。此外，學校要教學生們，不再是為了畢業後想做什麼第一份工作準備，而是要能為一生的職涯變化做好心理準備，以及時時學習、改變、因應的彈性與技能。

報告因此也特別強調 WEF 提過的 未來能力中的 5 項技能 ：

分析性思考與創新：解決現實世界中新出現、沒有明確定義的問題。

主動積極的學習與學習策略：了解當前與未來問題的新資訊跟複雜性，藉以進行決策與解決問題。

解決複雜問題：在要解決的問題中，能影響、取得並應用新的知識。

批判性思考與分析：認識問題與各種解方的不同面向，藉以採取行動改善問題。

創意與原創和提出新方案：用新的角度分析資訊與議題，不同的思維發展新的想法與答案。

3、擁有「時刻終身學習」的心態、老師以身作則
關於終身學習的討論很多，也無庸置疑。但更重要的是，這也已經是現在式，而非未來式，而且改變愈來愈快，要時時刻刻都願意重新學習新的技能。

值得高興的是，幫助人們終身學習的工具與機會也愈來愈多了。

但有趣的是，報告特別提到，這要從老師們做起，在學校就以身作則，而非空口要學生未來怎麼做。因為人們總因忙碌無法抽身另外學習，但現在有許多「微學程」的短期課程，或是一個模組一個模組地慢慢學習， 不需要拘泥於舊的學習概念，以為得花很多時間去念新學位 。

在英國的 Teach2030 計劃，就這樣讓老師們也能先落實、並從終身學習中受益，而且現在已經拓展到超過40個國家、上萬名老師，光是在2020年就有一半是來自非洲撒哈拉以南的地區。

二、教學現場的挑戰和未來：3個教學新趨勢

除了普遍大眾都關注的教育新未來，Google 也釋出了第二份報告，深入探討教育現場有關教與學的挑戰和未來。
1、個人化的教與學更便利
人工智慧的進展加上能夠適應使用者需求的科技與教育內容，使得校園內外的學習都愈來愈能提供符合個人需求的內容與體驗。在校園內，老師們若分身乏術，也可以多運用科技工具給予學生合適難度與學習方法的輔導。這在特殊教育以及在某些領域特別需要輔導或資優的學生身上，有更大的彈性與輔助，讓老師因材施教。
2、重新想像、設計學習的內容
同樣因為教育科技的普及，有了更多可以變換的資源，讓老師在設計教案、教學活動時，整合出更有效、有趣、豐富的學習方式。例如，運用虛擬實境、擴增實境讓學生跳脫書本的文字描述，得以身歷其境地探索與感受，甚至在教室裡就可以模擬校外教學；用遊戲與闖關的學習，也能讓學習變得更生動，讓學生更投入、更起勁。
3、老師從「知識守門人」到「學習設計者」
過去，老師扮演的是「知識的守門人」。但隨著教育場景的變化，老師的角色更像是「學習的設計者」（choreographers of learning），這在本質上有很大的差異，從相對被動、單向與靜態的傳授，變成了主動、設計的創作人士；創作、設計的對象，也從過去的對整班宣達即可，變成以學生為中心的學習，還要能夠啟發學生主動積極參與、合作。

三、教育與學習生態系的轉變：改善學習環境、制度的3建議

Google for Education 跟 Canvas8 也透過深入探索二十多個國家，在第三份報告中，帶領我們看見各國主動創造或被動成形的教改，及對教育體系及周遭人事物的衝擊。
1、 改善校園學習環境、更新數位基礎設施
校園裡的採購與設備更新常受制於官僚與制度。但不可諱言地，無論是時代演進還是疫情裡的經驗，許多學校都需要更新數位基礎設施，並且將科技設備與教學、現行實體空間進一步整合。這不只是為了輔助或增進現在的學習，也讓學生提早體認數位與學習合一的未來工作與生活。值得開心的是，許多民間企業或非營利組織都提供了這方面的公益計劃，幫助學校或有需要的學生強化科技設備。
2、教育工作者要擁抱數據力
無論是學生的學習狀況、個人背景、學習進展、行為，都可以進一步分析，產出幫助學生成長的策略。但這需要教職員具有認識資訊與處理資訊、衍伸成洞察、並願意採取改善行動的能力。這也會讓教育工作者和學校為學生和社群都創造更大的影響力。目前，這方面的工具愈來愈普及、容易學習與運用，無論是行政系統、教學與溝通系統都有許多動、靜態的紀錄得以分析，但就需要教育界能夠擁抱這股數據力。
3、 重新衡量學生的學習進展
社會發展愈來愈多元，但多數的學校受制於有限的方式來衡量學生的程度與成果。各界都在發想要用更多不同的方式來追蹤學生的學習概況，以及驅動學生的學習興趣，這也有助於個人化的學習，幫助每個學生窮盡與實踐他們的潛能。
此外，許多國家也在探索更快、更公平、更有效的方式來衡量學生的能力，包括升學的方式與管道，像是揚棄標準化的考試內容，更重視學生自發性的學習軌跡與進步模式，從中看出學生的特質與能力。

（資料來源： Google for Education、 The Journal ）

（本文由 親子天下 授權轉載，原文於2022年12月27日發佈）

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西元1987年聯合國世界環境與發展委員會(World Commission on Environment and Development, WCED)認為，「永續發展」的意義在於：「滿足當代需求的同時，不損及後代子孫滿足其自身需求」之發展途徑，此概念亦開啟全球對於永續發展的關注，此後陸續有西元 1992 年的「21 世紀議程」，西元 2000 年的「千禧年發展目標(Millennium Development Goals, MDGs)」等等。而全球永續發展至西元 2015 年時來到新的里程碑。

西元 2015 年聯合國成立 70 週年之際，發表《翻轉世界：2030年永續發展議程(Transforming our world: the 2030 Agenda for Sustainable Development)》文件，作為行動指引，著眼於人(People)、地球(Planet)、繁榮(Prosperity)、和平(Peace)、夥伴關係(Partnership)等重要聯繫，促使全球團結努力，期盼至西元2030 年時能夠消除貧窮與饑餓,實現尊嚴、公正、包容的和平社會、守護地球環境與人類共榮發展，以確保當代與後世都享有安居樂業的生活。為聚焦各項努力，更提出「永續發展目標(Sustainable Development Goals, SDGs)」──包括 17 項核心目標(Goals)及 169項具體目標(Targets)，於西元 2017 年再建立 232 項指標用來衡量實踐情形。

永續發展向為我國所重視的核心價值之一，為追求我國積極邁向永續發展，並回應全球永續發展行動與國際接軌，同時兼顧在地化的發展需要，我國於西元 2016 年啟動研訂「臺灣永續發展目標」作業。「行政院國家永續發展委員會（簡稱：永續會）」於西元 2016 年第29 次委員會議決議參考 SDGs 研訂「臺灣永續發展目標」。

歷時 2年數十次跨部會工作分組與專案小組會議、永續會委員會議與工作會議討論，參考 7 場次全國公民論壇成果、行政院公共政策網路參與平臺徵得之公民意見，及 5 度徵詢立法院永續發展相關民間團體建議，迄於西元 2018 年永續會第 31 次委員會議完成「臺灣永續發展目標」，隔（西元 2019）年再訂定對應指標。「臺灣永續 發展目標」計有 18 項核心目標、143 項具體目標及 336 項對 應指標。為因應相關法規或制度變革等情事變更，並為落實推動 與提升指標達成率及挑戰性，臺灣永續發展目標推動首次滾動式 檢討作業。案經提報本會 111 年 7 月 29 日第 34 次委員會議，後 由行政院核定，336 項對應指標，刪除已達標之對應指標 5.3.1， 另新增對應指標 1.3.12、14.1.3，修正後計有 337 項對應指標。

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行政院國家永續發展委員會

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行政院國家永續發展委員會

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行政院國家永續發展委員會

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第一個主題：「回顧參與SDGs倡議的經驗，我感覺...」

參與者被要求回顧他們參與SDGs倡議的經驗，並寫下他們的感受和情緒。他們可以描述他們在推動可持續發展目標方面的成就、困難或挑戰，以及對這些經驗的心理和情感反應。

第二個主題：「回到家後，我將...」

參與者被要求思考他們參與SDGs倡議後，在回到家或日常生活中可以做些什麼。他們可以寫下他們計畫實施的具體行動，以支持可持續發展目標，無論是在個人生活、社區參與還是其他領域。

第三個主題：「今天我打算...」

參與者被要求思考他們當天的計畫，以支持永續發展目標。他們可以寫下他們在當天的活動、行為和決策中，如何將永續發展目標納入考量，以促進永續性和正面影響。

第四個提示：自由選擇（例如，他們可以寫關於任何與SDGs相關的事情）

這個提示給予參與者自由表達的空間，他們可以選擇寫下他們對SDGs的熱情、擔憂或建議，或者分享他們對可持續發展議題的任何其他想法和觀點。

完成寫作後，參與者可以與旁邊的人分享他們在這個練習中經歷的事情，或從他們的寫作中得到的啟示和重點。這種共享可以促進交流、互相學習和建立共同的SDGs議題意識。

這個範例展示了如何使用自由寫作方法來引導SDGs相關的反思。通過這種方法，參與者可以自由表達他們對可

缺點：有時會產生較不具體或有用的文字。

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SDGs 17 是什麼？解讀永續發展目標 17 個細項、SDGs 指標意義來源

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永續台灣發展願景及策略綱領

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永續台灣發展願景及策略綱領

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面對未來多變的環境，個人、家庭、社區、城鄉、國家到整體人類都是需要具備韌性。個人是最關鍵獨立個體！

Inner Development Goals(IDGs)其中包含聯合國兒童基金會的九大核心能力 : 體會、細微感知、放鬆、觀察、辨識、同理、探詢、傾聽、反思。

IDGs在校園中的應用也相當多元，例如「Connection」，學生擁有溝通技巧(觀察和辨識模式)、同理心、聆聽、反思與信任他人等等能力，皆可幫助學生培養共創與互惠的概念，讓學生意識到他們之於社會和環境的責任，並激勵他們積極的參與社會公益、環保行動，貢獻於永續發展~ 同時學生若能培養勇氣、毅力等能力，便能有效的面對挑戰、建立自信心，並尋求有意義的目標，實現個人成長與成就。

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https://ijuhsu.com/onlineteaching/

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線上教學資源區​ | 許i啾不認真

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這裡匯整了在許i啾不認真網站中所有與線上教學相關的內容，包含PowerPoint製作互動教材、Google線上工具教室經營、實用線上工具、簡報美編相關等。

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The 5 dimensions with the 23 skills and qualities

Read the full report "Inner Development Goals: Background, method and the IDG framework" at this link.

To learn about deeper thoughts on the framework in relation to inner development, you can read the "Going Deeper" paper here.

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Read the full report "Inner Development Goals: Background, method and the IDG framework" at this link. To learn about deeper thoughts on the framework in relation to inner development, you can read the "Going Deeper" paper here.

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OECD Social and Emotional Skills - Well-being, connectedness and success.pdf

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蒐集國際重要機構趨勢分析，作為新年度永續布局的參考，是永續人員歲末的必修功課。今年我們從蒐集的眾多資料中發現，有些關鍵名詞重複被提及，包含：氣候變遷、淨零、強制性法規、ESG投資、能源與水資源、碳市場、循環經濟、生物多樣性、供應鏈、公司治理、轉型正義、普惠金融、EDI機制、透明與當責、科學基礎、自然基礎等。

同時，主訴求能源業、運輸物流、零售業、時尚業、包裝業、建築業、循環經濟、消費行為、投資人、CEO的趨勢分析，篇幅與數量亦有增加，而預測的內容也互有差異。

這似乎說明2點： 第一，ESG元素已滲透到各產業，企業永續將朝向產業分殊化方向前進； 第二，各產業開始衡量不同ESG議題，對自身的關連性與影響性。 因此，目前部分企業直接「套用永續公式」的作法，未來將轉變為更貼切的「量身訂做」。

本文從巨觀到微觀，擬由「新時代產業架構」「全球ESG趨勢」「永續揭露」3領域，聚焦說明18項關鍵趨勢，提供讀者參考。
★現在就訂閱《ESG遠見》電子報，掌握更多永續轉型秘笈★
領域1、新時代產業架構

麥肯錫：5項因素重新定義產業架構

首先，麥肯錫於2022年10月底發表一篇文章指出，目前人類發展正處於另一個新的風口浪尖點。而氣候急遽變遷與政經局勢激烈動盪，加速推動新時代的來臨。未來新的產業時代，無論是產業結構框架、演變過程、敘事方式，都將與舊時代截然不同。

這份44頁的開放討論式文件，依據產業歷史的大震動事件，把歷程分為幾個階段：「戰後嬰兒潮時代」（1950）、「競爭利用時代」（1970）、「市場時代」（1990）、「新時代」（2020）。並且指出，有5項關鍵因素正在重新界定產業場域的架構及新敘事方式。

一、世界秩序：近日世界秩序有朝向 「多極化」方向發展，卻又同時隱藏著「區域化」和「意識形態」的兩極分化方向行進 。這將會引出許多思考，包括：

多極化的世界秩序會是什麼樣子？

經濟會持續全球化嗎？

自然界中有新的可行機制，超越機構的經濟合作嗎？

集團之間的政治兩極分化，正在取代多年來（相對溫和）的國際政治嗎？

全球國家、地方、企業領導，將如何適應或塑造新的世界秩序？

二、科技平台：目前「數位化」和「互聯性」驅動產業前進的因素，已然趨於飽和。另外一組強大的橫向技術，特別是 「人工智能」結合「生物工程」的力量，很可能在下一時代創造另一波科技大躍進。 而這些強大的科技力量，更可能成為地緣政治競爭的前哨工具，並質疑人類的生存意義。類似的問題將會浮現：

下一波技術浪潮對工作和社會秩序，將產生什麼影響？

科技、制度和地緣政治，將如何互相角力？

三、人口勞動力： 全球人口將從年輕化邁向老齡化、城市化的階段。 另外，國家內部的各項不平等，將愈來愈強烈地衝擊著社會結構。

國家、機構、個人將如何因應這種人口勞動力的變化？

我們能夠「優雅地」變老嗎？

「資本」和「制度」如何應對這些不平等？

圖／全球人口將從年輕化邁向老齡化、城市化，也愈發強烈衝擊社會結構。Pexels by Andrea Piacquadio

四、資源和能源系統 ：能源投資不足加上地緣政治的動盪，更加彰顯今日資源和能源系統的脆弱性。世人強烈希望轉向低碳能源，但各種形式再生能源的總投資，卻仍難達到需求量。

面對氣候，世界如何找到一條可負擔、具韌性並且可行的穩定之路？

擁有／缺乏關鍵資源的國家或區域，兩者之間如何動態演變？

如何 建立韌性、可執行性、可負擔性的資源與能源系統，將是衝擊轉型速度的核心因素 。而關鍵的稀少原物料，未來勢必成為經濟和地緣政治的定焦爭執點。

我們會找到下一個推動生產力的成長引擎嗎？

全球資產負債表的上升趨勢，會產生逆轉嗎？

延伸閱讀：GDP時代已逝！GEP、碳額度決定企業永續競爭力
五、資本化：「資本化」是指「資本」長期以來所積累的深度，加上經濟體的金融化程度。雖然目前經濟成長率似乎朝向正常化前進，不過不斷增長的槓桿操作和信貸，可能演變成資產負債表的壓力。目前 國際經濟合作發展組織（OECD）國家，似乎正在快速讓位給亞洲國家。

領域2、全球ESG趨勢

MSCI：6項趨勢與ESG、氣候密切相關

瞬息萬變的地緣政治和宏觀經濟，改變了ESG和氣候變遷的格局，投資者必須了解企業所面臨的挑戰和機會。

氣候仍然是ESG議題的重中之重，監管機構愈形發揮作用，以確保企業履行其相關義務。

ESG對於其他領域的影響不斷擴大，導致日常生活產生重要變化。

全球重量級信評顧問公司MSCI在去年12月將「ESG」和「氣候變遷」合併考量，一口氣列出2023年值得關注的32項趨勢。MSCI開宗明義指出：
一、能源危機、俄烏戰爭加速化石燃料議程，再生能源朝向多元化。
MSCI並且從32項發展中聚焦出6項關鍵情勢。
延伸閱讀：ESG大趨勢！綠氫、虛擬電廠入選2023《經濟學人》關鍵字

圖／俄烏戰爭和高通膨，各國政府因應能源需求，紛紛重開煤礦、延長核電廠期程，導致減排目標受挫。pexels by Marcin Jozwiak

二、市場正在考驗投資人的氣候承諾
俄烏戰爭和高通膨率，延遲了全球限制升溫的進展，而各國政府優先考量「能源安全」和「可負擔性」實際需求下，紛紛重開煤礦、延長核電廠期程，導致2022年減少碳排受挫。全球電力公司正在嘗試以再生能源、綠色能源、天然氣等方案，替代煤、石油和核能。
三、全球監管機構將目光投向ESG基金
相較2021年，2022年有更多的投資人對於企業氣候策略給予負評，尤其是對於那些碳排軌跡與全球溫度目標相左的企業，更是投下反對票。然而，顧慮到「能源市場動盪」和「能源安全」，投資者也可能會改變看法。
四、減少森林砍伐的政策，仍然薄弱
長期以來，監管機構對於那些以ESG為訴求的基金，僅施以有限度的指導。不過，目前全球監管機構的監督力道都不斷加強擴大中，無論從基金名稱、基金分類、揭露義務，都加大監管力道。以歐盟《永續金融揭露規範》（SFDR，Sustainable Finance Disclosure Regulation）為先導，該條例要求ESG基金更透明地揭露，各國主要市場監管機構紛起仿效。
延伸閱讀：COP15閉幕決議：2030年必須有效復育30%土地海洋 五、從電子垃圾挖礦，推動能源新技術
儘管各國承諾減少砍伐森林，2021年全球樹木覆蓋面積仍減損2530萬公頃（約7個台灣面積）。同時，2022年全球野火燒毀數百萬公頃的土地與森林。聯合國生物多樣性締約國大會COP15 針對自然損失已做出結論：歐洲議會也推出新法令，要求在歐盟銷售的產品不得砍伐森林，然而 減少森林砍伐政策仍然薄弱。

中國和歐盟近年加強對電子垃圾（e-waste）在內的材料和廢棄物．循環處理的政策和指南。2022年9月，美國也通過一項關於回收電動汽車電池的法案。從電子垃圾中高效率提取金屬，可減少對採礦的依賴和減少碳排。

圖／研究顯示，2022年有53億支手機變廢物，電子垃圾泛濫危害環境與健康。圖取自Unsplash by Kilian Seiler

延伸閱讀：歐盟：2024充電頭統一Type C規格！電子垃圾增還減？ 六、棉花面臨緊縮點，開發替代性纖維
2023年， 關注焦點將集中於自電子垃圾中，開採再生金屬的產業發展，既可符合監管機構法規，也可獲得對清潔能源至關重要的金屬原料。

目前我們所穿衣服的原料，超過25%是來自棉花，然而棉花的種植、採收、處理、運送、製衣過程，對自然環境傷害甚大（包括土壤的弱化和大量耗水）。全球呼籲改採更環保的服裝選項與作為，聲量愈來愈大。
延伸閱讀：巴基斯坦洪災千人死、部分國土滅頂！誰該為極端氣候負責？

圖／棉花面臨緊縮點，開發替代性纖維的聲量漸大。Unsplash by Trisha Downing

目前服裝零售業的回應是 ，與第三方認證機構合作，以確保棉花的永續性並嘗試研發新的替代性纖維， 未來需要更積極的作為。然而2022年巴基斯坦水災淹沒1／3國土、中國取消部分認證，2者都造成棉花供需窘境。

除了上述6項關鍵趨勢，MSCI所提出的 32項 趨勢，廣泛論及「氣候變遷」「公司治理」「勞動力」「投資」「法規」「生物多樣性」「供應鏈」等。其中8項趨勢與金融業相關，6項與能源產業相關，內容具體且前沿，適合互相參照閱讀。

領域3、永續揭露

永續專家：7項具體建議
一、強制揭露永續資訊（Mandatory Reporting）
至於，針對實際層面的永續資訊揭露範疇，結合諸多豐富輔導經驗的永續專家們的意見，我們整理出7項重點看法與建議。

國際永續發展標準委員會（ISSB）準則

歐盟的《企業永續發展報告指令》（CSRD）

美國證券交易委員會（SEC） 規則

目前主導 2023 年的 ESG 報告格局，有3大國際機構：

台灣金管會於2020年8月25日正式啟動「公司治理3.0-永續發展藍圖」，要求實收資本額20億元的上市櫃公司，自2023年起必須依照《GRI準則》，每年出版永續報告書。並且要求企業參考TCFD、ISSB的建議披露溫室氣體排放財務相關資訊。
二、影響評估（Impact Valuation）
至於，那些身處尚未執行強制揭露的國家和地區，當地企業也開始主動自願性選擇GRI、SASB、CDP、UNGC、EcoVadis框架執行資訊揭露，以回應客戶、投資者和利害關係人的要求。

近年來，一些企業或評級機構盛行「漂綠」行徑，混淆公眾和投資人視聽。與此情況下，企業揭露其「影響評估」愈來愈來受到社會公眾歡迎。

例如「價值平衡聯盟」（Value Balancing Alliance）和哈佛大學在2022年7月新成立「國際影響評估基金會」（IFVI，International Foundation for Valuing Impacts），基金會的主旨即在衡量公司所創造的價值。這是通過將外部環境和社會影響，轉化為貨幣價值來衡量的方法學。
延伸閱讀：影響力投資防「漂綠」！王儷玲：台灣靠四大策略推動 三、淨零路徑圖（Net-Zero Roadmaps）
同時，影響力投資也愈來愈收歡迎，到2022年，資產管理規模達到1.2兆美元。 「影響評估」被視為評估公司對社會影響的利器 ，其方法學已經達到新轉折點。

世界各國政府和企業，開始承擔起更多因應氣候變遷的責任，紛紛提高自身碳減排的目標。根據統計，全球前2000大公司將近一半都做出了淨零承諾。只是因為疫情、戰爭、通膨壓力，導致企業實踐承諾的力道疲軟。因此，2023年將有更多的公司，必須專注訂定其可靠的淨零路徑圖。

相對而言， 公司將要付出額外努力來了解自身的計算基準（公司的碳排放量和供應鏈的碳排放量），持續設定中期目標，制定碳減排戰略（例如：再生能源、供應商參與、生態設計），並針對不可避免碳排部份，積極訂定開發政策。
延伸閱讀：SBTi 科學減碳目標有效嗎？一文搞懂碳盤查範疇和申請步驟 四、改進ESG科技（ESG Technology）
其中，最可靠的目標設定方式是SBTi的企業淨零排放標準，以及金融部門基於科學基礎的淨零排放目標設定的新基礎。

無論對內或對外，企業經常面臨不同利害關係人索取各種永續ESG資訊。 目前大多數的公司仍使用手動流程或電子表格來收集、統計、管理、呈報數據。這不僅浪費時間，對永續部門人員的壓力也甚大。 若利用新興的數位化智能，ESG執行技術可獲得大幅改善、促進協作、降低誤報風險。

圖／目前多數的公司仍使用手動流程或電子表格來統計、管理數據，不僅浪費時間，對永續部門人員的壓力也甚大。Pexels by Mikhail Nilov

五、確保數據品質與可信（Ensuring Accurate and Quality Data）
公司宜針對自身的ESG報告或碳足跡盤查，從不同領域（環境、人力資源、供應鏈、財務）獲取數據，並使用電子郵件或電子表格來收集和整合信息。利用新的ESG軟體，可允許從原始系統中提取即時數據，並整合ESG框架（SASB、GRI、TCFD），促進不同部門之間的協作。
六、重視中期追蹤與改善（Midterm Goal to Drive Improvement）
隨著ESG概念生根茁壯，企業永續數據的準確性、優質性、可比較性至關重要。高品質的數據，可確保企業隨時依據政府、地方、監管、稅務、建築消防、環安衛、投資評級機構的要求，提取正確即時的數據。準確的數據也可以讓公司了解供應鏈現況，投以有效益的因應舉措。
七、好壞並陳，避免漂綠（Balance Disclosure to Avoid Greenwashing）
企業永續報告書的功效遠超越過一紙報告。永續報告書扮演「濾光鏡」般功效，讓公司精確盤點整體資源、深入了解可改進之處。有些企業看重長期雄心萬丈的永續目標，卻忽略中期目標的重要性。在永續報告書中妥善訂定中期目標，代表著公司具體分配資源的能力高下，以及其實踐長程永續目標的真誠。

企業進程一如人生發展，有成長茁壯期也會遭遇艱苦困難期。企業無須迴避負面的批評或事件，重要的是分享負面事件的經驗並超越，從中學習珍貴成長經驗。刻意迴避或刪減內容，反而會讓公司被指責「不誠實」或「漂綠」。最好在永續報告書中，誠實說明負面事件發生的原因，並說明通過哪些具體行動，實際解決了這些問題，未來如何避免類似情況。
本文轉載自CSRone永續智庫／文：Amy Lin（專欄觀點不代表本社立場） ★現在就訂閱《ESG遠見》電子報，掌握更多永續轉型秘笈★
當氣候災難愈來愈激烈，地緣政治極化對立、供應鏈失常，能源陷入危機、通膨不斷高漲，可以預見2023年依然是艱辛的一年，企業的挑戰更大。不過，2023年也可能是一個最好機會，挑選檢篩出那些已經建立了ESG韌性的公司，即使顛仆困頓，卻仍見他們穩步持續前進。

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https://www.thenewslens.com/sdgs/

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關鍵評論網 - SDGs永續價值

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聯合國提出「永續發展目標」，目的是實踐地球上所有面向的永續發展。關鍵評論網透過最新的永續價值白書以及專題報導，期望能帶給這個世代下的所有人可以具體行動的方針

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Sustainable Development Report 2023 (SDSN)

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The Sustainable Development Report 2023 tracks the performance of all 193 UN Member States on the 17 Sustainable Development Goals.

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Backward design

"Backward Design" is an approach to creating curriculum, subjects, and even single class sessions that treats the goal of teaching as not merely "covering" a certain amount of content, but also facilitating student learning. Backward design prioritizes the intended learning outcomes instead of topics to be covered. (Wiggins and McTighe, 2005) It is thus "backward" from traditional design because instead of starting with the content to be covered, the textbook to be used, or even the test to be passed, you begin with the goals.

Backward design involves a 3 stage process:

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning activities

UbD: Stages of Backward Design

The "desired results " are your intended learning outcomes (ILOs). Even if you have not articulated them explicitly, you have some set of goals and some image of what succeeding at those goals looks like. Ask yourself: what should students know or be able to do at the end of this course? (Lang, 2010) With a sense of your desired results, you can then consider "acceptable evidence" of obtaining these results, the measures you use to determine whether a student's performance meets the goals you have for them. This evidence is often gathered through assessments: exams, projects, and assignments. "Learning activities," then are what you do with students to help them achieve the desired results. These are the lectures you give or the activities and practices you facilitate.

Generally, in a backward-designed course, curricular decisions flow from left to right in the figure above. However, during your design process, you may need to iterate among phases: making some revisions to previous phases of your design (e.g., you may find that you need to alter your learning outcomes if they cannot be assessed).

Defining intended learning outcomes

The process of designing a subject, then, begins with defining the goals or intended learning outcomes for the subject. Traditionally, learning outcomes often take the form:

"By the end of this course students will be able to [ACTIVE VERB]..."

This model useful for two reasons:

(1) by using active verbs, we articulate actions that students will be able to do. These actions can be observed and compared with our desired results;

(2) it puts the focus on students (note: it is not "By the end the course the instructor will have..."), and advances the ultimate goal of backward design--to facilitate learning, not simply to "cover" content.

When selecting an appropriate verb that accurately describes the desired level of skill or knowledge students will obtain, some find it useful to refer to different models like Bloom's Taxonomy (1956) or Fink's Taxonomy (2013) and the associated verbs for each. See additional resources below.

Qualities of effective intended learning outcomes

Specific

Since the point of defining ILOs is to provide a design focus for your course and to clarify goals for students, specificity is very important. In your statement of your learning outcomes, it should be clear exactly what the goal is. In particular, beware of words like "understand" or "know." Exactly what it means to "understand" or "know" something is open to interpretation. An undergraduate's level of "understanding" of a topic and that of the instructor will vary wildly, and it will be difficult for students to know which level of understanding they should be aiming for. When developing ILOs, ask yourself how you will know that a student "understands" the material - what will they need to do, or say to demonstrate their understanding? Your answer to this question should provide you with more specific (and measurable ILOs.

Measurable

Looking ahead to step two of backward design, you will need to identify evidence that an intended learning outcome has been obtained. If a learning outcome is not measurable, then we will not be able to know whether or not our course successfully achieved its goals. Contrary to a popular assumption, this does not mean that the leaning goal has to be quantitatively measured by some objective instrument (like a multiple-choice test). Valid and accepted measurements will vary from discipline to discipline and include both quantitative and qualitative measures. As the course designer, you decide what kind of measurements will work best for your subject. The important thing is that there is some way to identify whether or not learning outcomes are being met.

Realistic

Your learning outcomes should be achievable for the students in your class and achievable in the time allotted to your subject. Crafting realistic learning outcomes requires some understanding of students' prior knowledge and skills in your subject. An unrealistic learning outcome sets students up for failure.

Student-centered

Learning outcomes describe what students know or can do, not what the instructor does. Remember that "students" is the subject of the generic learning outcome stem shown at the beginning of this section. The goals for your course should not be stated in terms of what the instructor will cover, but rather in how the students will change, facilitated by the instructor's guidance.

ILO examples from MIT subjects

Notice that a general learning outcome ("tease out the laws of electromagnetism...") is rather non-specific. However, the instructors have analyzed and described what it means to be able to tease out these laws with three much more specific ILOs with active verbs ("describe in words," "represent...mathematically," and "predict") that describe what actions students will take to show that they can tease about the laws of electromagnetism.

With this detailed set of ILOs, we see exactly how the three general ILOs in the first section will be measured. Relatively immeasurable outcomes (e.g., "Gain an appreciation...") are analyzed into the homework and exam tasks through which students can show that they have gained such an appreciation. This second set of ILOs also provides much more detail, specificity, and measurability. In contrast, the 3 general ILOs help students understand the course's scope and aim in a more digestible way.

This last example provides intended learning outcomes for a subject focused more on soft skills, where measuring student ability objectively is significantly more nuanced and difficult. However, these ILOs still communicate crucial information to students about what good communication looks like to the instructor and help them better understand what will be expected of them in the course.

Aligning assessments & instruction

With intended learning outcomes in hand, the next step of the backward design process is to create assessments that appropriately measure students' attainment of intended learning outcomes. Various kinds of assessments can fill this role, as long as the assessment task is closely aligned with the action described in the ILO.

The scope of your assessments should be in line with the outcomes, and the balance between concepts and skills in these assessments should match that presented in your ILOs. Moreover, in assessments, you should strive to measure the kind(s) of engagement described in your intended learning outcomes. If your ILO states that students will be able to describe some phenomenon, don't use a true/false or multiple-choice question to measure their attainment of this outcome. Rather, ask them to describe it. How you evaluate and grade an assessment should also track with your intended learning outcomes. If your ILO states that students will be able to analyze the relationship between two concepts in a term paper, then grammar and conventions should not be a large part of the grade, particularly if they can satisfactorily complete the analysis. A well-designed rubric can help you align your assessments to your intended learning outcomes.

Once the assessments are aligned to the intended learning outcomes, the job of in-class instruction becomes much clearer. Instead of asking before each class session, "what am I going to cover today," in-class time can be devoted to helping students actually achieve the desired learning outcomes - and ultimately succeed on the various assessments.

In a sense, this is "teaching to the test." But, in a subject with well-defined intended learning outcomes and assessments aligned with them, succeeding at these assessments is the evidence that students have met the subject's goals.

Additional resources

Action Verbs using Bloom's and Fink's Taxonomy, Institutional Effectiveness and Assessment, Syracuse University.

References

Anderson, L. W., & Krathwohl, D. (2001). A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives. Longman.

Biggs, J.B. (2005). "Aligning teaching for constructive learning." Higher Education Academy Discussion Paper.

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: cognitive domain. David McKay Company.

Fink, L. D. (2013). Creating significant learning experiences: an integrated approach to designing college courses, revised and updated. Jossey-Bass.

Lang, J. M. (2010). On course: A week-by-week guide to your first semester of college teaching. Harvard University Press

Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd edition). ASCD.

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"Backward Design" is an approach to creating curriculum, subjects, and even single class sessions that treats the goal of teaching as not merely "covering" a certain amount of content, but also facilitating student learning. Backward design prioritizes the intended learning outcomes instead of topics to be covered.

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融入 SDGs 至課程的工具

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融入 SDGs 至課程的工具

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Toolkit for the Interdisciplinary Infusion of the SDGs into Classrooms

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Designing - Toolkit for the Interdisciplinary Infusion of the SDGs into Classrooms

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Teachers, instructors, faculty can design their SDGs classroom material with the SDG resources and tools for lessons, activities, and discussions

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聽到SDGs（永續發展目標），不少人可能會認為很遙遠，事實上它卻和108課綱息息相關。

108課綱目標在於讓孩子學會素養，而所謂的「素養」和「核心素養」，乃指一個人能適應現在生活與面對未來挑戰，應該具備的知識、能力和態度，成為終身學習者。

「素養像是一個羅盤，指引學生方向，」台中科技大學通識教育中心副教授何昕家表示，每一個人的身上都有素養，都有這樣的羅盤，端看自己會不會使用。「而老師的重要性，就是要教我們的孩子知道如何使用這個羅盤。」

何昕家表示，素養就像羅盤，老師應教導孩子如何使用這個羅盤。（邱劍英攝）

透過閱讀看見世界，為世界做一些改變

何昕家指出，台灣新課綱的推動，OECD（經濟合作發展組織）是一個重要的脈胳。OECD提出「教育 2030」學習框架，強調核心素養的促進，以面對未來環境，增進人類未來福祉。其中最關鍵與重要的，就是17項SDGs永續發展目標。這也和十二年國教的19項議題，有著高度的重疊與交集。

「17項SDGs代表了17個真實世界的重要課題，閱讀成為銜接課室內外學習的橋樑，」何昕家說。

天下雜誌教育基金會「 SDGs兒童永續書單 」選書委員之一的曾品方，在台北市萬興國小擔任圖書館老師，經常運用永續書單做不同的閱讀教學，「讓孩子透過閱讀，認識全世界，甚至可以為世界做一些改變。」

在課堂中，曾品方會先讓學生總覽17項永續發展目標，讓他們快速了解全貌，同時也會請孩子思考：「 為什麼我們要推出自己的書單？ 」孩子都會很認真回答。至於要選哪一本書、哪一項SDG，則可以從孩子的角度出發。

近來俄烏戰爭為國際焦點，很多孩子也關心。曾品方從兒童永續書單中，挑選《 戰火下的小花》和《 我的阿富汗筆友 》兩本書發展教學設計，引導高年級學生思考性別平等、夥伴關係等議題，加深理解永續發展目標的意義，從中能提出自己的觀點，養成思辨能力。

曾品方於永續閱讀工作坊上，帶領新北市閱讀推動老師將書單融入教學。（天下雜誌教育基金會提供）

重視跨文本閱讀，靈活運用永續書單

比起讀了多少本書，曾品方更重視「跨文本閱讀」，鼓勵老師從故事結構、時代背景，或是議題的不同面向等切入，在不同文本之間建立脈胳和意義。舉例來說，《戰火下的小花》和《我的阿富汗筆友》分別選列「SDG 5 性別平等」和「SDG 17 夥伴關係」；但當它們放到阿富汗議題時，就是一個脈胳。

除了故事書本身，曾品方也善用其他媒材。例如在閱讀前，會請學生看一篇媒體報導，並採用閱讀理解策略的「六何法」（5W1H），帶領孩子認識事件背後的人、事、時、地、物等脈胳，請他們思考：哪些是事實？哪些是寫作者的意見？他的意見就是你的意見嗎？還是你有什麼想法？

曾品方提醒，在設計教學時，不要想一次介紹很多SDGs目標，每年只要著重一、兩項目標就好。在運用書單時，也不要被綁緊，例如，單一本書可能探討兩項SDGs議題，譬如《 尋水之心 》雖然被選入「SDG 6 潔淨水與衛生」之中，但從兩位主角後來的相遇和實踐行動，也可深入討論「SDG 17 夥伴關係」。

如果所選的書涵蓋不同SDGs目標，老師也可以介紹兩個、甚至三個目標，「要讓孩子知道，世界本來永遠都不會是二分法， 世界本來就是多元的觀點。 」

誠品書店4/1~5/31展出SDGs兒童永續書單，永續圖書一次飽覽。（羅儀修攝）

閱讀是能力，不是科目

她建議學校的導師或閱讀推動教師，可以邀請跨科老師共同協作，讓永續書單扎實地與課程融合。例如結合自然課一起做環境教育，不但可以減輕老師的時間壓力，更能讓孩子體會到這些學習是環環相扣的。

「閱讀是能力，不是科目，是每位老師和家長都可以共同推動的事，」曾品方更鼓勵家長挑一本書，和孩子持續閱讀對話，一起灌溉永續的種子。「希望我們的孩子長大之後，可以為這個世界帶來一些永續的力量，讓我們的地球、我們所生存的這塊土地可以一直永續下去。」
※SDGs兒童永續書單詳見「SDGs兒童永續書房@天下」 ※​​​​​​​2022/4/1至5/31，天下雜誌教育基金會與誠品書店合作推出「SDGs兒童永續書展」，本文同步刊登於「迷誠品」網站
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當SDGs永續閱讀遇上108課綱-天下雜誌教育基金會-閱讀新趨勢

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聽到SDGs（永續發展目標），不少人可能會認為很遙遠，事實上它卻和108課綱息息相關。 108課綱目標在於讓孩子學會素養，而所謂的「素養」和「核心素養」，乃指一個人能適應現在生活與面對未來挑戰，應該具備的知識、能力和態度，成為終身學習者。 ...

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Start With The End In Mind

To start with the end in mind means to start with a clear understanding of where you hope your students will end up. Once you know the destination, it is easier to figure out "How will I know if my students got there?" and "What I can do to help them get there?".

Drawing from the backward design framework (Wiggins & McTighe, 2005), the first step in the course design process is to determine the purposes and goals of the course. Most instructors do this informally; that is, they have in mind the skills, knowledge, and attitudes they want students to gain by the end of the term. Effective instructional design encourages instructors to express these items in measurable and specific ways, so that students have clear guidance about what is expected of them and how their performance will be assessed. These specific statements are typically called learning objectives.

Learning objectives, sometimes referred to as learning outcomes (Melton, 1997), are the statements that clearly describe what students are expected to achieve as a result of instruction. Different from broad learning goals, learning objectives provide clear criteria for instructors to assess whether students are meeting the desired learning goals. Here is an example of how learning goals and learning outcomes relate to each other:

Learning goal: "I want students to understand/learn/know the scientific method."

Learning objective: "Students will be able to describe the scientific methods and provide examples of its application."

Benefits of Learning Objectives

Well-written learning objectives can be:

A compass for instructors: to guide the design of fair course assessment plans, selection of content/activities/teaching strategies/technologies, and make sure all critical course components are purposefully aligned to support student learning.

A map for students: to see a clear picture of where the course is taking them and what is expected to be successful in the course. Students will be able to direct and monitor their learning throughout the lesson/unit/semester by referring back to the learning objectives.

What Is An Effective Learning Objective?

Learning objectives should be student-centered, describing what the students should be able to accomplish as a result of instruction, rather than what the instructor will cover or do in the course. To ensure your learning objectives are student-focused, it's helpful to precede your objectives with this prompt: "Upon successful completion of this course/module/unit, students will be able to ____."

To give students a clear understanding of where they are headed, well-written learning objectives should be Specific, Measurable, Achievable, Result-oriented, and Time-bound (SMART).

Specific: Good learning objectives break down a broad topic into manageable components, and they are explicit about the desired outcomes related to these components.

Measurable: As guidelines for evaluation, learning objectives should help instructors decide how well students achieve the desired learning. Much of what students get out of a class happens on the inside or are unseen- students may adjust their perspectives, change their attitudes, and gain new knowledge. But because instructors have no way of directly observing the internal processes of a student's' mind, they must rely on external indicators (what the student says or does) to evaluate that student's progress. For this reason, an instructor cannot evaluate progress based on what the student "learns," "understands," "knows," or "feels." Thus learning objectives need to deal with changes that can be observed and measured.

Achievable: Given the resources, timeframe, background, and readiness of the students, objectives should be achievable. The cognitive level of the learning objectives should be appropriate to the course level and student level ( e.g.: a freshman level course as compared to a graduate level course).

Result-oriented: Objectives should focus on the results, rather than the process or activities that students are going to complete (e.g., writing a paper or taking an exam). A good learning objective will describe the result; the knowledge, skills, or attitudes that students should have acquired within the context of the instructor's observation.

Time-bound: Clearly state the timeline if applicable. This can help you decide how well the learners should perform to be considered competent.

S pecific - it focuses on the "scientific methods"

M easurable - "describe" and "provide examples"are measurable and observable indicators

A chievable - this is appropriate for an introductory level course

R esult-oriented - it focuses on the result (describe/ provide examples) rather than the process

T ime-bound - students know that this is a skill they should master by the end of this unit

How to Write Effective Learning Objectives

As you create your learning objectives, think in terms of what evidence students will provide to demonstrate a level of mastery of the objective. A well-constructed learning objective consists of two parts: an action verb to make the type of learning explicit + the object.

To write well-constructed learning objectives, you might follow the following the steps:

Step 1: Identify the object (think about skills, knowledge, attitudes, abilities to be gained).

Example 1: Fundamental principles of physics (Physics)

Example 2: How to use primary source material (History)

Step 2: Determine the mastery level.
Determining the action verbs can be a tricky task. Benjamin Bloom's taxonomy of educational objectives can be an extremely useful framework for determining what level of cognitive activity a learning objective falls into and matching that level with appropriate forms of the assessment.

The revised Bloom's taxonomy (Anderson & Krathwohl, 2001) has six categories, from less complex on the left to more complex on the right:
Step 3: Complete the learning objective statement.

Example 1: Student will be able to apply fundamental principles of physics to real-world situations.

Example 2: Student will be able to critique primary source material from the 18th and 19th centuries.

Step 4: Tweak and refine your learning objectives (using the Learning Outcome Review Checklist from Cornell).

Example 1: Student will be able to apply fundamental principles of physics to real-world situations in both speech and writing.

Example 2: Student will be able to critique primary source material from the 18th and 19th centuries, including such considerations as authenticity, reliability, and bias.

Implementing Learning Objectives

Align your course components with learning objectives

Even the best-written learning objectives are useless unless they relate to the actual instructional content, activities, and assessments of the course. If the course content and assessments are not aligned with the learning objectives, instructors will not have the appropriate data for determining whether students are meeting the desired goals. Students will feel confused or frustrated by the mismatch between the course objectives, evaluation, and content. The action verbs can help instructors review the alignment between their course components.

Here is an example:
Misaligned objectives & assessments

Learning objective: Student will be able to compare and contrast the benefits of qualitative and quantitative research methods.

Assessment: Write a 500-word essay describing the features of qual and quan research methods.

Well-aligned objectives & assessments

Students will be able to analyze features and limitations of various sampling procedures and research methodologies.

Assessment: Comparison chart assignment.

Notice how the first example doesn't require students to actually use any analysis skills, compared to the second example.

References

Anderson, L.W., & Krathwohl, D.R. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives . New York: Longman

Cornell University, Learning Outcome Review Checklist

Melton, R. (1997). Objectives, Competencies and Learning Outcomes: Developing Instructional Materials in Open and Distance Learning. London, UK: Kogan Page.

Wiggins, G. P., & McTighe, J. (2005). Understanding by design . Alexandria, VA: ASCD.

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To start with the end in mind means to start with a clear understanding of where you hope your students will end up. Once you know the destination, it is easier to figure out "How will I know if my students got there?" and "What I can do to help them get there?".

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Key Finding - The Future of Jobs Report 2023

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Key Finding - The Future of Jobs Report 2023

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Economic, health and geopolitical trends have created divergent outcomes for labour markets globally in 2023. While tight labour markets are prevalent in high-income countries, low- and lower-middle-income countries continue to see higher unemployment than before the COVID-19 pandemic. On an individual level, labour-market outcomes are also diverging, as workers with only basic education and women face lower employment levels. At the same time, real wages are declining as a result of an ongoing cost-of-living crisis, and changing worker expectations and concerns about the quality of work are becoming more prominent issues globally.

The fourth edition of the Survey has the widest coverage thus far by topic, geography and sector. The Future of Jobs Survey brings together the perspective of 803 companies - collectively employing more than 11.3 million workers - across 27 industry clusters and 45 economies from all world regions. The Survey covers questions of macrotrends and technology trends, their impact on jobs, their impact on skills, and the workforce transformation strategies businesses plan to use, across the 2023-2027 timeframe.

Technology adoption will remain a key driver of business transformation in the next five years. Over 85% of organizations surveyed identify increased adoption of new and frontier technologies and broadening digital access as the trends most likely to drive transformation in their organization. Broader application of Environmental, Social and Governance (ESG) standards within their organizations will also have a significant impact. The next most-impactful trends are macroeconomic: the rising cost of living and slow economic growth. The impact of investments to drive the green transition was judged to be the sixth-most impactful macrotrend, followed by supply shortages and consumer expectations around social and environmental issues. Though still expected to drive the transformation of almost half of companies in the next five years, the ongoing impact of the COVID-19 pandemic, increased geopolitical divisions and demographic dividends in developing and emerging economies were ranked lower as drivers of business evolution by respondents.

The largest job creation and destruction effects come from environmental, technology and economic trends. Among the macrotrends listed, businesses predict the strongest net job-creation effect to be driven by investments that facilitate the green transition of businesses, the broader application of ESG standards and supply chains becoming more localized, albeit with job growth offset by partial job displacement in each case. Climate change adaptation and the demographic dividend in developing and emerging economies also rate high as net job creators. Technological advancement through increased adoption of new and frontier technologies and increased digital access are expected to drive job growth in more than half of surveyed companies, offset by expected job displacement in one-fifth of companies. The net job creation effect places these two trends in 6th and 8th place respectively. The three key drivers of expected net job destruction are slower economic growth, supply shortages and the rising cost of inputs, and the rising cost of living for consumers. Employers also recognize that increased geopolitical divisions and the ongoing impact of the COVID-19 pandemic will drive labour-market disruption - with an even split between employers who expect these trends to have a positive impact and employers who expect them to have a negative impact on jobs.

Within technology adoption, big data, cloud computing and AI feature highly on likelihood of adoption. More than 75% of companies are looking to adopt these technologies in the next five years. The data also shows the impact of the digitalization of commerce and trade. Digital platforms and apps are the technologies most likely to be adopted by the organizations surveyed, with 86% of companies expecting to incorporate them into their operations in the next five years. E-commerce and digital trade are expected to be adopted by 75% of businesses. The second-ranked technology encompasses education and workforce technologies, with 81% of companies looking to adopt these technologies by 2027. The adoption of robots, power storage technology and distributed ledger technologies rank lower on the list.

The impact of most technologies on jobs is expected to be a net positive over the next five years. Big data analytics, climate change and environmental management technologies, and encryption and cybersecurity are expected to be the biggest drivers of job growth. Agriculture technologies, digital platforms and apps, e-commerce and digital trade, and AI are all expected to result in significant labour-market disruption, with substantial proportions of companies forecasting job displacement in their organizations, offset by job growth elsewhere to result in a net positive. All but two technologies are expected to be net job creators in the next five years: humanoid robots and non-humanoid robots.

Employers anticipate a structural labour market churn of 23% of jobs in the next five years. This can be interpreted as an aggregate measure of disruption, constituting a mixture of emerging jobs added and declining jobs eliminated. Respondents to this year's Future of Jobs Survey expect a higher-than-average churn in the Supply Chain and Transportation and Media, Entertainment and Sports industries, and lower-than-average churn in Manufacturing as well as Retail and Wholesale of Consumer Goods. Of the 673 million jobs reflected in the dataset in this report, respondents expect structural job growth of 69 million jobs and a decline of 83 million jobs. This corresponds to a net decrease of 14 million jobs, or 2% of current employment.

The human-machine frontier has shifted, with businesses introducing automation into their operations at a slower pace than previously anticipated. Organizations today estimate that 34% of all business-related tasks are performed by machines, with the remaining 66% performed by humans. This represents a negligible 1% increase in the level of automation that was estimated by respondents to the 2020 edition of the Future of Jobs Survey. This pace of automation contradicts expectations from 2020 survey respondents that almost half (47%) of business tasks would be automated in the following five years. Today, respondents have revised down their expectations for future automation to predict that 42% of business tasks will be automated by 2027. Task automation in 2027 is expected to vary from 35% of reasoning and decision-making to 65% of information and data processing.

But while expectations of the displacement of physical and manual work by machines has decreased, reasoning, communicating and coordinating - all traits with a comparative advantage for humans - are expected to be more automatable in the future. Artificial intelligence, a key driver of potential algorithmic displacement, is expected to be adopted by nearly 75% of surveyed companies and is expected to lead to high churn - with 50% of organizations expecting it to create job growth and 25% expecting it to create job losses.
The combination of macrotrends and technology adoption will drive specific areas of job growth and decline:
- The fastest-growing roles relative to their size today are driven by technology, digitalization and sustainability. The majority of the fastest growing roles are technology-related roles. AI and Machine Learning Specialists top the list of fast-growing jobs, followed by Sustainability Specialists, Business Intelligence Analysts and Information Security Analysts. Renewable Energy Engineers, and Solar Energy Installation and System Engineers are relatively fast-growing roles, as economies shift towards renewable energy.

- The fastest-declining roles relative to their size today are driven by technology and digitalization. The majority of fastest declining roles are clerical or secretarial roles, with Bank Tellers and Related Clerks, Postal Service Clerks, Cashiers and Ticket Clerks, and Data Entry Clerks expected to decline fastest.

- Large-scale job growth is expected in education, agriculture and digital commerce and trade. Jobs in the Education industry are expected to grow by about 10%, leading to 3 million additional jobs for Vocational Education Teachers and University and Higher education Teachers. Jobs for agricultural professionals, especially Agricultural Equipment Operators, are expected to see an increase of around 30%, leading to an additional 3 million jobs. Growth is forecast in approximately 4 million digitally-enabled roles, such as E-Commerce Specialists, Digital Transformation Specialists, and Digital Marketing and Strategy Specialists.

- The largest losses are expected in administrative roles and in traditional security, factory and commerce roles. Surveyed organizations predict 26 million fewer jobs by 2027 in Record-Keeping and Administrative roles, including Cashiers and Ticket Clerks; Data Entry, Accounting, Bookkeeping and Payroll Clerks; and Administrative and Executive Secretaries, driven mainly by digitalization and automation.

Analytical thinking and creative thinking remain the most important skills for workers in 2023. Analytical thinking is considered a core skill by more companies than any other skill and constitutes, on average, 9% of the core skills reported by companies. Creative thinking, another cognitive skill, ranks second, ahead of three self-efficacy skills - resilience, flexibility and agility; motivation and self-awareness; and curiosity and lifelong learning - in recognition of the importance of workers ability to adapt to disrupted workplaces. Dependability and attention to detail, ranks seventh, behind technological literacy. The core skills top 10 is completed by two attitudes relating to working with others - empathy and active listening and leadership and social influence - as well as quality control.

Employers estimate that 44% of workers' skills will be disrupted in the next five years. Cognitive skills are reported to be growing in importance most quickly, reflecting the increasing importance of complex problem-solving in the workplace. Surveyed businesses report creative thinking to be growing in importance slightly more rapidly than analytical thinking. Technology literacy is the third-fastest growing core skill. Self-efficacy skills rank above working with others, in the rate of increase in importance of skills reported by businesses. The socio-emotional attitudes which businesses consider to be growing in importance most quickly are curiosity and lifelong learning; resilience, flexibility and agility; and motivation and self-awareness. Systems thinking, AI and big data, talent management, and service orientation and customer service complete the top 10 growing skills. While respondents judged no skills to be in net decline, sizable minorities of companies judge reading, writing and mathematics; global citizenship; sensory-processing abilities; and manual dexterity, endurance and precision to be of declining importance for their workers.

Six in 10 workers will require training before 2027, but only half of workers are seen to have access to adequate training opportunities today. The highest priority for skills training from 2023-2027 is analytical thinking, which is set to account for 10% of training initiatives, on average. The second priority for workforce development is to promote creative thinking, which will be the subject of 8% of upskilling initiatives. Training workers to utilize AI and big data ranks third among company skills-training priorities in the next five years and will be prioritized by 42% of surveyed companies. Employers also plan to focus on developing worker's skills in leadership and social influence (40% of companies); resilience, flexibility and agility (32%); and curiosity and lifelong learning (30%). Two-thirds of companies expect to see a return on investment on skills training within a year of the investment, whether in the form of enhanced cross-role mobility, increased worker satisfaction or enhanced worker productivity.

The skills that companies report to be increasing in importance the fastest are not always reflected in corporate upskilling strategies. Beyond the top-ranked cognitive skills are two skills which companies prioritize much more highly than would appear according to their current importance to their workforce: AI and big data as well as leadership and social influence. Companies rank AI and big data 12 places higher in their skills strategies than in their evaluation of core skills, and report that they will invest an estimated 9% of their reskilling efforts in it - a greater proportion than the more highly-ranked creative thinking, indicating that though AI and big data is part of fewer strategies, it tends to be a more important element when it is included. Leadership and social influence ranks five places higher than suggested by its current importance and is the highest ranked attitude. Other skills which are strategically emphasized by business are design and user experience (nine places higher), environmental stewardship (10 places higher), marketing and media (six places higher) and networks and cybersecurity (five places higher).

Respondents express confidence in developing their existing workforce, however, they are less optimistic regarding the outlook for talent availability in the next five years. Accordingly, organizations identify skills gaps and an inability to attract talent as the key barriers preventing industry transformation. In response 48% of companies identify improving talent progression and promotion processes as a key business practice that can increase the availability of talent to their organization, ahead of offering higher wages (36%) and offering effective reskilling and upskilling (34%).

Surveyed companies report that investing in learning and on-the-job training and automating processes are the most common workforce strategies which will be adopted to deliver their organizations' business goals. Four in five respondents expect to implement these strategies in the next five years. Workforce development is most commonly considered to be the responsibility of workers and managers, with 27% of training expected to be furnished by on-the-job training and coaching, ahead of the 23% by internal training departments and the 16% by employer-sponsored apprenticeships. To close skills gaps, respondents expect to reject external training solutions in favour of company-led initiatives.

A majority of companies will prioritize women (79%), youth under 25 (68%) and those with disabilities (51%) as part of their DEI programmes. A minority will prioritize those from a disadvantaged religious, ethnic or racial background (39%), workers over age 55 (36%), those who identify as LGBTQI+ (35%) and those from a low-income background (33%).

Forty-five percent of businesses see funding for skills training as an effective intervention available to governments seeking to connect talent to employment. Funding for skills training ranks ahead of flexibility on hiring and firing practices (33%), tax and other incentives for companies to improve wages (33%), improvements to school systems (31%) and changes to immigration laws on foreign talent (28%).

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The Future of Jobs Report 2023 explores how jobs and skills will evolve over the next five years. This fourth edition of the series continues the analysis of employer expectations to provide new insights on how socio-economic and technology trends will shape the workplace of the future.

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The COVID-19-pandemic caused a tectonic shift in where, when, and how we work, with significant implications for workers, employers, and buildings. McKinsey experts in real estate, people and organizational performance, and operations are collaborating to help leaders understand how the workplace is changing and how their organizations can best prepare for a vibrant future.

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We look at what the future of work is likely to hold for both businesses and employees, and how society can prepare for the changes coming to the workplace.

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2023 臺灣暨亞太永續報告現況與趨勢

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13 sustainability trends driving business in 2023

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Sustainability trends in 2023: firms around the globe are shifting their focus on sustainability from talk to action.

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Backward Design model

Backward design is a method of designing an educational curriculum by setting goals before choosing instructional methods and forms of assessment. Backward design of curriculum typically involves three stages:

1. Identify the results desired (big ideas and skills)

What the students should know, understand, and be able to do

Consider the goals and curriculum expectations

Focus on the "big ideas" (principles, theories, concepts, point of views, or themes)

2. Determine acceptable levels of evidence that support that the desired results have occurred (culminating assessment tasks)

What teachers will accept as evidence that student understanding took place

Consider culminating assessment tasks and a range of assessment methods (observations, tests, projects, etc.)

3. Design activities that will make desired results happen (learning events)

What knowledge and skills students will need to achieve the desired results

Consider teaching methods, sequence of lessons, and resource materials

Backward design challenges "traditional" methods of curriculum planning. In traditional curriculum planning, a list of content that will be taught is created and/or selected. In backward design, the educator starts with goals, creates or plans out assessments and finally makes lesson plans. Supporters of backward design liken the process to using a "road map". In this case, the destination is chosen first and then the road map is used to plan the trip to the desired destination. In contrast, in traditional curriculum planning there is no formal destination identified before the journey begins.

The idea in backward design is to teach toward the "end point" or learning goals, which typically ensures that content taught remains focused and organized. This, in turn, aims at promoting better understanding of the content or processes to be learned for students. The educator is able to focus on addressing what the students need to learn, what data can be collected to show that the students have learned the desired outcomes (or learning standards) and how to ensure the students will learn. Although backward design is based on the same components of the ADDIE model, backward design is a condensed version of these components with far less flexibility.

Curriculum design, and instructional design

Backward design is often used in conjunction with two other terms: curriculum design and instructional design.

Curriculum design is the act of designing or developing curricula for students. Curricula may differ from country to country and further still between provinces or states within a country. A curriculum is based on benchmark standards deemed important by the government. Typically, the time frame of attainment of these outcomes or standards is set by physical age.

Instructional design is the design of learning experiences and instructions for the acquisition of knowledge and skill by students. In addition, instructional design models or theories may be thought of as frameworks for developing courses, modules and lessons that increase and enhance learning and encourage engagement .

There are numerous instructional design models available to instructors that hold significant importance when planning and implementing curriculum. Many of the models are quite similar in that they essentially all address the same four components in some form or another: the learners; the learning objectives; the method of instruction; and some form of assessment or evaluation. Based around those components, the instructor then has the opportunity to choose the design model and stages that work best for them in their specific situation. This way they can achieve the appropriate learning outcomes or create a plan or strategy for improvement. As learners and instructors may vary, instructional design must be a good fit for both and therefore different models can have behavioral, cognitive or constructivist roots.

Ralph W. Tyler introduced the idea of "backward design" (without using this particular term) in 1949 when referring to a statement of objectives. A statement of objectives is used to indicate the kinds of changes in the student to be brought about so that instructional activities can be planned and developed in a way likely to attain these objectives.

The term "backward design" was introduced to curriculum design in 1998/99 by Jay McTighe and Grant Wiggins (Understanding by Design). The somewhat idiosyncratic term is ultimately due to James S. Coleman, who in his Foundations of Social Theory (1990) used it to parallel the term "backward policing" which he coined for a policy which he found in the production process in Honda factories.

According to Doug Buehl (2000), advantages of backward design include:

Students are not as likely to become so lost in the factual detail of a unit that they miss the point of studying the original topic.

Instruction looks toward global understandings and not just daily activities; daily lessons are constructed with a focus on what the overall "gain" from the unit is to be.

Assessment is designed before lesson planning, so that instruction drives students toward exactly what they need to know.

The primary starting point for backward design is to become familiar with the standards/outcomes for the grade level and curriculum being taught. The second part of curriculum planning with backward design is finding appropriate assessments. It can be difficult for "traditional" educators to switch to this model because it is hard to conceptualize an assessment before deciding on lessons and instruction. The idea is that the assessments ( formative or summative) should meet the initial goals identified.

Wiggins and McTighe (2008) also utilize the "WHERE" approach during the assessment stage of the process.

W stands for students knowing where they are heading, why they are heading there, what they know, where they might go wrong in the process, and what is required of them.

H stands for hooking the students on the topic of study.

E stands for students exploring and experiencing ideas and being equipped with the necessary understanding to master the standard or outcome being taught.

R stands for providing opportunities for students to rehearse, revise, and refine their work.

E stands for student evaluation.

ADDIE model of design

ADDIE model of design

Most models of instructional design follow the core elements found in the ADDIE model of design: analyze (designer develops an understanding of the desired outcomes and the learner's knowledge and skills); design (documents learning outcomes, assessment tools, exercise and content); develop (creating the learning materials); implement (the created learning materials are distributed to the learners); and evaluate (the effectiveness of the learning materials is assessed and documented). Many instructional designers and training developers use the ADDIE model as a generic process for creating other models. This model is purposely not designed to be followed in a linear step-by-step fashion, but rather is circular so that it is possible to re-trace steps once data have been collected and analyzed.

Dick and Carey Model

Dick and Carey model (also known as the systems approach model)

The Dick and Carey model is made up of nine different stages which are meant to be executed in parallel, rather than linear, fashion, but this model still follows the same basic instructional design pattern of the ADDIE model, as does backward design. The Dick and Carey model focuses on the interrelationship between context, content, learning and instruction, and addresses instruction as an entire system. In this model, all of the components of this model work together to enable learners to meet the desired learning outcomes. The model includes the following components:

1. Identify instructional goals

2. Conduct instructional analysis

3. Identify entry behaviors and learner characteristics

4. Write performance objectives

5. Develop assessment instruments

6. Develop instructional strategy

7. Develop and select instructional materials

8. Design and conduct formative evaluation of instruction

9. Design and conduct summative evaluation.

Both the Dick and Carey model and the backward design model are goal and objective oriented; assessment is created based on learning objectives and goals, and instruction is created based on evaluation and assessment. The Dick and Carey model, however, is a more systemic model in that making changes to components affects other components and, therefore, the changes occur in parallel. In the more linear backward design model, the steps are non-flexible which means that skipping or changing steps is not an option.

Kemp instructional design model (also known as the Morrison, Ross and Kemp model)

The Kemp instructional design model is a holistic form of instructional design, taking into account all factors of the learning environment. It is very systemic and also follows the same basic design pattern of the ADDIE model. The Kemp model is much more focused on the individual learner needs and goals by following nine components:

1. Identify instructional problems, and specify goals for designing an instructional program

2. Examine learner characteristics that should receive attention during planning

3. Identify subject content, and analyze task components related to stated goals and purposes

4. State instructional objectives for the learner

5. Sequence content within each instructional unit for logical learning

6. Design instructional strategies so that each learner can master the objectives

7. Plan the instructional message and delivery

8. Develop evaluation instruments to assess objectives

9. Select resources to support instruction and learning activities.

The largest difference between backward design and the Kemp model is that the Kemp model is meant to be used on a smaller scale. This allows for easier adaptations to be made for individual lessons and individual learners. It also places more emphasis on support and service for learners and instruction.

Shumway and Barrett (2004) used the backward design model to strengthen pre-service teachers' attitudes towards teaching. The experience appears to have allowed the pre-service teachers to do exactly that after using both the backward design model and a modified backward design. These pre-service teachers became more excited about their teaching profession and became better prepared as student teachers through the backward design that they had experienced.

In the article, Essential Questions - Inclusive Answers (C.M. Jorgenson, 1995), Souhegan High School followed the steps of a backwards design model to reach all levels of student ability and create a school that promoted full inclusion. They concluded that all involved had experienced a richer experience because of the implementation of the backward design model.

In An Integration of "Backwards Planning" Unit Design with the "Two Step" Lesson Planning Framework (Jones et al., 2009), a framework for employing backward planning in designing individual lessons is provided. Educators are provided with an integrated framework and more importantly a case study of the backward lesson planning in action.

In the article, Backward Design (Childre, Sands, and Pope, 2009), examples of backward design are shown improving learning at both the elementary and high school levels. The research targets the depth of understanding for all learners. The fact that much research avoids the inclusion of special needs students is noted. The traditional instructional approaches that fail to engage disabled students were not an issue when backward design was implemented. The backward design was found to provide meaning and relevance to all levels of students.

Here is a practical example of a 5th grade teacher developing a three-week unit on nutrition:

Stage 1: Identify desired results

Based on three curriculum expectations about nutrition (concepts about nutrition, elements of a balanced diet, and understanding eating patterns), the take-away message that the teacher wants his/her students to understand is "Students will use an understanding of the element of good nutrition to plan a balanced diet for themselves and others".

Stage 2: Determine acceptable evidence

The teacher has created an authentic task in which students will design a 3-day meal plan for a camp that uses food pyramid guidelines. The goal is a tasty and nutritionally balanced menu.

Stage 3: Plan learning experiences and instruction

The teacher first considers the knowledge and skills that students will need in order to complete the authentic assessment. Specifically, students will need to know about different food groups, human nutritional needs (carbohydrates, proteins, sugars, vitamins, minerals etc.), and about what foods provide these needs. They will need to know how to read nutrition labels. Resources will be a pamphlet from the UDSA on food groups, the health textbook, and a video "Nutrition for You". Teaching methods will include direct instruction, inductive methods, cooperative learning, and group activities.

Although this approach is widely accepted, the following are criticisms of the backward design approach:

Difficulties in dealing with issues of validity and reliability

Textbooks and content standards do not always explicitly highlight the key concepts that students should learn

This approach provides teachers with little support about how to enhance understanding of their students and the way people learn

Teachers may misunderstand and misinterpret what their students should learn and what the big ideas are

Teacher effectiveness is measured more on the success of the students based on formulated assessments rather than ability to connect knowledge and skills to the needs and interests of students. Thus, lack of concern with social and cultural differences within the classroom

This process promotes lesson design through deductive reasoning. It does not fit in well in a constructivist ontology where the multifaceted nature of each student warrants consideration in planning. Similarly, it leaves little room for improvisation.

Teachers who know their curriculum and lesson trajectory that was led by Backwards Design may find that over adherence depletes their ability to focus on the learning experience and, with students or colleagues, induce new routes towards learning goals. A focus on principles of creative development such as contextual probing, improvisation, and juxtaposition may lead students to discover and know that which was unanticipated by the teacher or curriculum developers. In this, BD is incomplete or a potential recipe for student boredom.

Desired results may fall short of student potential. This model assumes the relative level of students, yet students may have the capacity to go beyond desired results. In assuming an end goal, students are not empowered to reach for their own goals or to follow a process that may lead to results that surprise both the student and the teacher. For the master teacher, it would be worthwhile to move past fixed goals and establish processes and student choices that lead them to relevant yet indeterminate locations.

Buehl, D. (2000, October). Backward design; Forward thinking. Education News. Retrieved 10 June 2012 from https://web.archive.org/web/20130327141424/http://www.weac.org/news_and_publications/education_news/2000-2001/read_backwards.aspx.

Childre, A., Sands, J.R., Pope, S.T. (2009). Backward design. Teaching Exceptional Children, 41(5), 6-14.

Cho, J., & Trent, A. (2005). "Backward" Curriculum Design and Assessment: What Goes Around Comes Around, or Haven't We Seen This Before?. Taboo: The Journal of Culture and Education, 9(2), 105-122.

Gustafson, K.L. & Branch, R.M. (2002). What is instructional design. In R.A. Reiser & J.V. Dempsey (Eds.), Trends and issues in instructional design and technology. Retrieved 10 June 2012 from https://web.archive.org/web/20120617093220/http://courses.ceit.metu.edu.tr/ceit626/week7/gustafson-branch.pdf.

Instructional design models and theories. (n.d.). Retrieved 10 June 2012 from http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm.

Instructional technology/Instructional design. (2011, January 22). In Wikibooks. Retrieved 10 June 2012 from http://en.wikibooks.org/wiki/Instructional_Technology/Instructional_Design#Dick_.26_Carey.

Jones, K.A., Vermette, P.J., Jones, J.L. (2009). An integration of "backwards planning" unit design with the "two step" lesson planning framework. Education, 130(2), 357-360.

Jorgensen, C.M. (1995). Essential questions - Inclusive answers. Educational Leadership, 52(4), 52-55.

Kemp design model. (2007, June 4). In Edutech Wiki. Retrieved 10 June 2012 from http://edutechwiki.unige.ch/en/Kemp_design_model.

McTighe, J., & Thomas, R.S. (2003). Backward design for forward action. Educational Leadership, 60(5), 52-55.

McTighe, J., & Wiggins, G. (2004). Understanding by design: Professional development workbook. Alexandria, VA: Association for Supervision & Curriculum Development.

Merrill, M.D., Drake, L., Lacy, M.J., Pratt, J. (1996). Reclaiming instructional design. Educational Technology, 36(5), 5-7.

Shumway, S. & Berrett, J. (2004). Standards-based curriculum for pre-service and in-service: A partnering approach using modified backward design. Technology Teacher. 26-29.

Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago: The University of Chicago Press.

What is Backward Design? (n.d.) Retrieved 13 June 2012 from http://www.wisegeek.com/what-is-curriculum-design.htm

Wiggins, G. & McTighe, J. (1998). "What is backward design?" In Understanding by Design. (1 ed., pp. 7-19). Upper Saddle River, NJ: Merrill Prentice Hall. Retrieved from https://web.archive.org/web/20160721163755/http://www.fitnyc.edu/files/pdfs/Backward_design.pdf.

Wiggins, G. & McTighe, J. (2008). Put understanding first. Educational Leadership, 65(8), 36-41.

Wiggins, G., & McTighe, J. (2011). What is backward design?. Understanding by design, 7-19.

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Backward design is a method of designing an educational curriculum by setting goals before choosing instructional methods and forms of assessment.

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區分性逆向課程設計的探析與應用

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區分性逆向課程設計的探析與應用

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Backward curriculum design with differentiated instruction (DI) is a model that complies with curriculum guidelines without standardization and scaffolds adaptive teaching for successful learning in the post-standardization area. Based on this teaching model, an action research project focusing on the elementary math unit of capacity is presented in order to reveal the challenges and issues of implementation of backward curriculum design with DI.

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逆向設計;區分性教學;數學科

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Pew Research Center's Social & Demographic Trends Project

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Mental health concerns top the list of worries for parents; most say being a parent is harder than they expected

In the wake of the COVID-19 pandemic and amid reports of a growing youth mental health crisis, four-in-ten U.S. parents with children younger than 18 say they are extremely or very worried that their children might struggle with anxiety or depression at some point. In fact, mental health concerns top the list of parental worries, followed by 35% who are similarly concerned about their children being bullied, according to a new Pew Research Center survey. These items trump parents' concerns about certain physical threats to their children, the dangers of drugs and alcohol, teen pregnancy and getting in trouble with the police.

By significant margins, mothers are more likely than fathers to worry about most of these things. There are also differences by income and by race and ethnicity, with lower-income and Hispanic parents generally more likely than other parents to worry about their children's physical safety, teen pregnancy and problems with drugs and alcohol. Black and Hispanic parents are more likely than White and Asian parents to say they are extremely or very worried about their children getting shot or getting in trouble with the police.

(Differences in parental worries, approaches to parenting, and parents' goals and aspirations are explored in more depth later in this report. The chapters focus on distinctions by gender, race and ethnicity, and income level.)

When asked about their aspirations for their children when they reach adulthood, parents prioritize financial independence and career satisfaction. Roughly nine-in-ten parents say it's extremely or very important to them that their children be financially independent when they are adults, and the same share say it's equally important that their children have jobs or careers they enjoy. About four-in-ten (41%) say it's extremely or very important to them that their children earn a college degree, while smaller shares place a lot of importance on their children eventually becoming parents (20%) and getting married (21%).

There are sharp differences by race and ethnicity when it comes to the importance parents place on their children graduating from college: 70% of Asian parents say this is extremely or very important to them, compared with 57% of Hispanic parents, 51% of Black parents, and just 29% of White parents.

In a nod to the adage about family life that parenting is the hardest job in the world, most parents (62%) say being a parent has been at least somewhat harder than they expected, with about a quarter (26%) saying it's been a lot harder. This is especially true of mothers, 30% of whom say being a parent has been a lot harder than they expected (compared with 20% of fathers).

At the same time, most parents give themselves high marks for the job they're doing, with 64% saying they do an excellent or very good job as a parent; 32% say they do a good job, while just 4% say they do an only fair or poor job as a parent. Mothers and fathers give themselves similarly high ratings, but there are differences by income and by race and ethnicity (upper-income and Black and White parents are the most likely to say they do an excellent or very good job).

While a relatively small share of parents place a high level of importance on their own children having children one day, the vast majority - including among mothers and fathers and across income and racial and ethnic groups - describe being a parent as the most (30%) or one of the most (57%) important aspects to who they are as a person. Mothers (35%) are more likely than fathers (24%) to say being a parent is the most important aspect. And Black (42%) and Hispanic (38%) parents are more likely than White (25%) or Asian (24%) parents to say the same.
How Today's Parents Say Their Approach to Parenting Does - or Doesn't - Match Their Own Upbringing
These are among the major findings of the nationally representative survey of 3,757 U.S. parents with children younger than 18, conducted Sept. 20-Oct. 2, 2022, using the Center's American Trends Panel. Other findings from the survey:

Parents often don't adhere to a specific parenting style. When asked whether they're a parent who tends to stick to their guns too much or give in too quickly, praise or criticize their children too much, be overprotective or give too much freedom, and push their children too hard or not hard enough, shares ranging from 34% to 53% say neither option best describes their parenting style. Still, more than four-in-ten parents (45%) say they tend to be overprotective, compared with 20% who say they tend to give too much freedom. And somewhat larger shares say they tend to give in too quickly (35%) rather than stick to their guns too much (30%), praise their children too much (26%) rather than criticize them too much (20%), and not push their children hard enough (30%) rather than push them too hard (25%).

There are wide differences in some of the ways mothers and fathers describe their parenting style. For example, about half of mothers (51%) say they tend to be overprotective, compared with 38% of fathers. In turn, fathers (24%) are more likely than mothers (16%) to say they tend to give their children too much freedom. Mothers are also more likely than fathers to say they tend to give in too quickly (40% vs. 27%, respectively), while fathers are more likely to say they stick to their guns too much (36% vs. 24% of mothers).

Roughly as many parents say they are trying to raise their children in a similar way to how they were raised (43%) as say they are trying to raise them differently (44%). Fathers are more likely to say they are raising their children in a similar way to how they were raised (47%) than to say they are raising them differently (40%). In turn, 48% of mothers say they are trying to raise their children differently from how they were raised, while 40% say they are trying to raise them in a similar way.

There are also differences along racial, ethnic, and income lines. About half (49%) of White parents say they are raising their children in a similar way to how they were raised, compared with 42% of Black parents, 37% of Asian parents and 32% of Hispanic parents. And while 51% of parents with upper incomes say they are trying to raise their children similarly to how they were raised, smaller shares of those with middle (46%) and lower (35%) incomes say the same. (For more on the ways in which parents are trying to raise their children in a similar or different way to how they were raised, see How Today's Parents Say Their Approach to Parenting Does - or Doesn't - Match Their Own Upbringing.)

Parents are more likely to say they feel judged by family members than by their friends, other parents in their community or people they interact with online. About half of married or cohabiting parents (52%) say they feel judged by their spouse or partner for how they parent their children at least some of the time, with 18% saying they feel this way always or very often. About four-in-ten or more parents also say they feel judged by their own parents (44%) and their spouse or partner's parents (41% among those who are married or cohabiting) at least sometimes. Smaller shares say they feel judged at least sometimes by other parents in their community (35%), their friends (29%) or people they interact with on online groups or message boards (25% who offered an answer, excluding those who said this didn't apply).

Among married and cohabiting parents, fathers are more likely than mothers to say they feel judged by their spouse or partner at least sometimes for how they parent their children, but mothers are more likely than fathers to say they feel judged by people other than their spouse or partner. There are also some differences by race and ethnicity, with Asian parents more likely than other racial or ethnic groups to say they feel judged by their own parents and White parents more likely than other groups to say they feel judged by other parents in their community.

While about half or fewer parents say they regularly feel judged by different groups, a majority of parents (57%) say they think their children's successes and failures reflect a great deal or a fair amount on the job they're doing as a parent. About a third (34%) say they reflect some, and just 9% say they do not reflect much or at all on their job as a parent.

The vast majority of parents say being a parent is enjoyable and rewarding all or most of the time, but substantial shares also find it tiring and stressful. About four-in-ten parents (41%) say being a parent is tiring and 29% say it is stressful all or most of the time. Mothers and fathers are about equally likely to say being a parent is enjoyable and rewarding, but larger shares of mothers than fathers say parenting is tiring (47% vs. 34%) and stressful (33% vs. 24%) at least most of the time.

Experiences also vary based on the ages of the children. Parents with children younger than age 5 are more likely than those whose youngest child is 5 or older to say they find parenting to be tiring and stressful. A majority of those with children in the youngest age group (57%) say being a parent is tiring all or most of the time, compared with 39% of those whose youngest child is 5 to 12 years old and 24% of those whose youngest child is a teenager. And while about a third (35%) of those with a child younger than 5 say parenting is stressful all or most of the time, about a quarter of those whose children are all 5 or older say the same.

In thinking about the kind of people they hope their children will be as adults, parents place the most emphasis on their children being honest and ethical. About two-thirds of parents (66%) say it's extremely important to them that their children grow up to be honest and ethical adults. About half (48%) say the same about their children being hardworking, while about four-in-ten say it's extremely important to them that their children become the kind of people who are accepting of people who are different from them (42%) and who help others in need (40%). A smaller share (27%) place this level of importance on their children being ambitious as adults. Majorities ranging from 65% to 94% say it is at least very important that their children have each of these traits as adults.

Parents place less importance on their children growing up to have religious or political beliefs that are similar to their own. About a third (35%) say it is extremely or very important to them that their children share their religious beliefs, and 16% say the same about their children's political beliefs. Republican and Democratic parents are about equally likely to say it's at least very important to them that their children share their political beliefs.

About four-in-ten Black (40%) and Hispanic (39%) parents say it's extremely or very important to them that their children share their religious beliefs; 32% each among White and Asian parents say the same. White evangelical Protestant parents (70%) are more likely than White non-evangelical Protestant (29%) and Black Protestant parents (53%) to say it's very or extremely important to them that their children have religious beliefs that are similar to their own as adults. About a third (35%) of Catholic parents and just 8% of those who are religiously unaffiliated say this.

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Mental health concerns top the list of worries for parents, followed by concerns about their children being bullied. The vast majority of parents say being a parent is enjoyable and rewarding all or most of the time, but substantial shares also find it tiring and stressful.

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原創繪圖不求人，利用 ChatGPT 三步驟輕鬆完成高質量繪圖

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原創繪圖不求人，利用 ChatGPT 三步驟輕鬆完成高質量繪圖

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方格子｜放送你的知識與想像

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原創繪圖不求人，利用 ChatGPT 三步驟輕鬆完成高質量繪圖｜方格子 vocus

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隨著 ChatGPT 打破人類想像力與現實的界線後，現在已經能夠透過這個強大的語言模型生成各種內容。 可惜的是，ChatGPT 只能生成文字，但網路時代圖片跟影像才是王道。有沒有辦法讓 chatGPT 幫我們製作圖片呢？ 有辦法，而且感謝有網路大神已經提供方便的指令供大家使用。 ChatGPT, Midjourney, AI繪圖, 圖片製作, AI, 人工智慧

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U3-全球素養的學習進程

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U4-設計深度學習的課程

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優履團隊與滔滔學教育學社

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花蓮ＰＢＬX AI 花蓮學生影片作品示例

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Generative AI and the future of education (UNESCO)

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Generative AI and the future of education (UNESCO)

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AI competency framework for ''students''

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Mapify： AI 生成心智圖雲端線上工具

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Mapify： AI 生成心智圖雲端線上工具

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Mapify： AI 生成心智圖雲端線上工具

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Mapify，是一款利用 AI 來自動生成心智圖和腦力激盪的免費雲端線上工具，源自 Xmind 團隊開發。

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快速整理想法，發現新的聯繫，提高您在演示和解釋中的效率。

一鍵生成，萬物皆可思維導圖

告別繁瑣的傳統思維導圖製作過程。只需一鍵點擊，AI 即可根據多種內容來源為您繪製思維導圖。

AI 助力，無限拓展思維邊界

Monica 的 Mind Map AI 不僅僅是簡單的轉換，更是您思維的延伸。
右鍵點擊並激活「AI 生成節點」功能，讓 Monica 成為您的腦力激盪夥伴，不斷擴充和完善您的心智圖。

靈活佈局，釋放無限創意潛能

Monica 提供多種思維導圖樣式和方向選擇，滿足不同場景的需求：

透過顏色編碼、靈活的佈局和樣式選擇，讓您的想法以最直觀、最有吸引力的方式呈現。

思維導圖（mind map）也被稱為"想法圖"、"噴霧圖"或"記憶樹"，是一種視覺化的思維工具，由英國心理學家 Tony Buzan 在20 世紀70年代發明。

Monica 的 AI 驅動思維導圖工具旨在簡化複雜信息的組織和呈現。以下是它的工作方式：

多樣化的起點：在Monica，您能以各種形式開始創建思維導圖，包括文字、圖片、文件、YouTube影片或多個網頁。Monica會自動分析內容，生成主題和初始腦圖結構，讓您輕鬆上手。

AI輔助分支創建：您無需手動創建每個分支，只需選中任意節點，右鍵啟動"AI生成節點"功能，Monica就會根據上下文自動生成新的分支和想法，幫助您拓展思路。

顏色編碼：利用Monica的調色板工具，您可以為不同的想法和類別應用各種顏色，使信息更加直觀和易於理解記憶。

靈活的樣式和佈局：Monica提供多種思維導圖樣式和方向選擇，包括色彩繽紛的設計和曲線優美的佈局。您可以隨時調整設計或方向，以創造出富有創意的思維導圖。

是的，您可以輕鬆地與團隊分享使用 Monica 創建的思維導圖。Monica 思維導圖生成器提供了下載選項，您可以將思維導圖下載為:

圖片格式：適合快速分享和查看。

XMind格式：允許在XMind軟體中進一步編輯和協作。

是的。Monica 嚴格遵循全球安全標準來保護您的思維導圖數據，並有詳細的隱私政策解釋數據的處理方式。更多資訊請參閱我們的隱私政策。

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AI 心智圖生成器 - 三秒內生成並組織想法

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Monica AI 心智圖生成器幫助您在線製作心智圖，支持多種輸入格式：PDF、Word、YouTube影片、長文本、圖像，甚至網頁。

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使用MAXQDA 分析線上訪談的實用功能：步驟指南

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作為一款質性資料分析軟體，MAXQDA可完美地幫助您轉錄、整理、分析、視覺化和發表您的訪談資料！本文將循序漸進地為您介紹MAXQDA 2020幾項有用的功能，這些功能將使您的資料收集和分析過程比以往更有效率和有趣。 每個研究都是獨特的--如果您的分析過程與本文所介紹的內容不同，請不用擔心，因為 MAXQDA 具有廣泛的功能選項，您可以根據自己研究需要來自行定義您的分析設計 ...