當前，科技的迅速發展為人類帶來了無數的便利，亦伴隨著深刻的環境挑戰，如大量資源的消耗、生態環境的破壞及物種滅絕的危機日益嚴峻。在這樣的背景下，本研究旨在以永續教育課程介入並結合反思設計，推動個體的環境認知、親環境表現及親環境生活與反思。研究採用準實驗設計和貫時探究，首先檢驗永續教育介入跨時點的變化成效，接著，深入探討各變項之間的因果關係，以環境認知（關注、好奇、控制及自信）為自變項，親環境生活與反思為中介變項，此外，親環境行為、親環境承諾與親環境擴散為因變項。
本研究的樣本來自台灣北區一所綜合大學及兩所技職科大的同學，隨機分派成實驗組、對照組和控制組，共計83位受測者，平均年齡為18至24歲。介入課程於學期間進行，各組前測與後測之測量間隔為一週的時間。研究結果顯示，經過永續教育介入的實驗組在環境認知、親環境表現和親環境生活與反思方面均呈現積極的變化，強調了教育在引導個體永續環境認知和促進行動上的確實效果。這份研究的成果不僅深化了對永續教育對個體行為影響機制的理解，並提供了實際驗證。這有助於不同領域的利害關係者（企業界、政府、非政府組織、教育界、社區團體以及個別公民）深化對永續教育的理解，提供重要的參考點，共同建設一個更具可持續性的未來。

In the contemporary era, rapid technological advancements have bestowed numerous conveniences upon humanity. However, this progress is concomitant with profound environmental challenges, including extensive resource consumption, ecological degradation, and an escalating crisis of species extinction. Against this backdrop, this research endeavors to implement sustainable education interventions, coupled with reflective design, to enhance individuals' environmental awareness, pro-environmental behaviors, and choices in sustainable lifestyles.
The research adopts a quasi-experimental design and employs a longitudinal exploration. Initially, it assesses the effectiveness of sustainable education interventions at various time points. Subsequently, the research delves into the causal relationships among variables, with environmental awareness (attention, curiosity, control, and confidence) as the independent variable, pro-environmental living as the mediating variable, and pro-environmental behaviors, commitments, and diffusion as dependent variables.
The research sample comprises students from a comprehensive university and two vocational-technical colleges in Northern Taiwan. They were randomly assigned to experimental, control, and intervention groups, totaling 83 participants with an average age of 18 to 24 years. The intervention program took place during the semester, with a one-week interval between pre-tests and post-tests. Results indicate that the experimental group, following sustainable education intervention, demonstrated positive changes in environmental awareness, pro-environmental behaviors, and choices in sustainable lifestyles. This underscores the tangible impact of education in guiding individuals toward environmental consciousness and promoting effective action.
The findings not only deepen our understanding of the mechanisms through which sustainable education influences individual behavior but also provide practical validation. This contributes to stakeholders in various domains (enterprise, government, non-profit organizations, academia, community groups, and individual citizens) gaining a deeper understanding of sustainable education, offering essential reference points, and collaboratively constructing a more sustainable future.

Abrahamse, W., & Steg, L. (2013). Social influence approaches to encourage resource conservation: A meta-analysis. Global Environmental Change, 23(6), 1773–1785. https://doi.org/10.1016/j.gloenvcha.2013.07.029
Aldowaish, A., Kokuryo, J., Almazyad, O., & Goi, H. C. (2022). Environmental, Social, and Governance Integration into the Business Model: Literature Review and Research Agenda. Sustainability, 14(5), 2959. https://doi.org/10.3390/su14052959
Allen, M. P. (2004). Understanding regression analysis. Springer Science & Business Media.
Amel, E., Manning, C., Scott, B., & Koger, S. (2017). Beyond the roots of human inaction: Fostering collective effort toward ecosystem conservation. Science, 356(6335), 275–279. https://doi.org/10.1126/science.aal1931
Babkin, A., Shkarupeta, E., Tashenova, L., Malevskaia-Malevich, E., & Shchegoleva, T. (2023). Framework for assessing the sustainability of ESG performance in industrial cluster ecosystems in a circular economy. Journal of Open Innovation: Technology, Market, and Complexity, 9(2), 100071. https://doi.org/10.1016/j.joitmc.2023.100071
Bamberg, S., & Möser, G. (2007). Twenty years after Hines, Hungerford, and Tomera: A new meta-analysis of psycho-social determinants of pro-environmental behaviour. Journal of Environmental Psychology, 27(1), 14–25. https://doi.org/10.1016/j.jenvp.2006.12.002
Bandura, A., Freeman, W. H., & Lightsey, R. (1999). Self-Efficacy: The Exercise of Control. Journal of Cognitive Psychotherapy, 13(2), 158–166. https://doi.org/10.1891/0889-8391.13.2.158
Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182. https://doi.org/10.1037/0022-3514.51.6.1173
Barouki, R., Kogevinas, M., Audouze, K., Belesova, K., Bergman, A., Birnbaum, L., Boekhold, S., Denys, S., Desseille, C., Drakvik, E., Frumkin, H., Garric, J., Destoumieux-Garzon, D., Haines, A., Huss, A., Jensen, G., Karakitsios, S., Klanova, J., Koskela, I. M., … Vineis, P. (2021). The COVID-19 pandemic and global environmental change: Emerging research needs. In Environment International (Vol. 146). Elsevier Ltd. https://doi.org/10.1016/j.envint.2020.106272
Blok, V., Wesselink, R., Studynka, O., & Kemp, R. (2015). Encouraging sustainability in the workplace: a survey on the pro-environmental behaviour of university employees. Journal of Cleaner Production, 106, 55–67. https://doi.org/10.1016/j.jclepro.2014.07.063
Burn, S. M. (1991). Social Psychology and the Stimulation of Recycling Behaviors: The Block Leader Approach. Journal of Applied Social Psychology, 21(8), 611–629. https://doi.org/10.1111/j.1559-1816.1991.tb00539.x
Byerly, H., Balmford, A., Ferraro, P. J., Hammond Wagner, C., Palchak, E., Polasky, S., Ricketts, T. H., Schwartz, A. J., & Fisher, B. (2018). Nudging pro‐environmental behavior: evidence and opportunities. Frontiers in Ecology and the Environment, 16(3), 159–168. https://doi.org/10.1002/fee.1777
Carducci, A., Fiore, M., Azara, A., Bonaccorsi, G., Bortoletto, M., Caggiano, G., Calamusa, A., De Donno, A., De Giglio, O., Dettori, M., Di Giovanni, P., Di Pietro, A., Facciolà, A., Federigi, I., Grappasonni, I., Izzotti, A., Libralato, G., Lorini, C., Montagna, M. T., … Ferrante, M. (2021). Pro-Environmental Behaviors: Determinants and Obstacles among Italian University Students. International Journal of Environmental Research and Public Health, 18(6), 3306. https://doi.org/10.3390/ijerph18063306
Carroll, A. B., & Shabana, K. M. (2010). The Business Case for Corporate Social Responsibility: A Review of Concepts, Research and Practice. International Journal of Management Reviews, 12(1), 85–105. https://doi.org/10.1111/j.1468-2370.2009.00275.x
Clayton, S. D. (2012). The Oxford handbook of environmental and conservation psychology. Oxford University Press.
Coccia, M. (2020a). An index to quantify environmental risk of exposure to future epidemics of the COVID-19 and similar viral agents: Theory and practice. Environmental Research, 191, 110155. https://doi.org/10.1016/j.envres.2020.110155
Coccia, M. (2020b). Factors determining the diffusion of COVID-19 and suggested strategy to prevent future accelerated viral infectivity similar to COVID. Science of The Total Environment, 729, 138474. https://doi.org/10.1016/j.scitotenv.2020.138474
Coccia, M. (2020c). How (Un)sustainable Environments Are Related to the Diffusion of COVID-19: The Relation between Coronavirus Disease 2019, Air Pollution, Wind Resource and Energy. Sustainability, 12(22), 9709. https://doi.org/10.3390/su12229709
Corraliza, J. A., & Berenguer, J. (2000). Environmental Values, Beliefs, and Actions. Environment and Behavior, 32(6), 832–848. https://doi.org/10.1177/00139160021972829
Corral-Verdugo, V., Carrus, G., Bonnes, M., Moser, G., & Sinha, J. B. P. (2008). Environmental Beliefs and Endorsement of Sustainable Development Principles in Water Conservation. Environment and Behavior, 40(5), 703–725. https://doi.org/10.1177/0013916507308786
Dietz, T., Stern, P. C., & Guagnano, G. A. (1998). Social Structural and Social Psychological Bases of Environmental Concern. Environment and Behavior, 30(4), 450–471. https://doi.org/10.1177/001391659803000402
Dunlap, R. E., Van Liere, K. D., Mertig, A. G., & Jones, R. E. (2000). New Trends in Measuring Environmental Attitudes: Measuring Endorsement of the New Ecological Paradigm: A Revised NEP Scale. Journal of Social Issues, 56(3), 425–442. https://doi.org/10.1111/0022-4537.00176
Ertz, M., Karakas, F., & Sarigöllü, E. (2016). Exploring pro-environmental behaviors of consumers: An analysis of contextual factors, attitude, and behaviors. Journal of Business Research, 69(10), 3971–3980. https://doi.org/10.1016/j.jbusres.2016.06.010
Evans, G. W., Otto, S., & Kaiser, F. G. (2018). Childhood Origins of Young Adult Environmental Behavior. Psychological Science, 29(5), 679–687. https://doi.org/10.1177/0956797617741894
Farrow, K., Grolleau, G., & Ibanez, L. (2017). Social Norms and Pro-environmental Behavior: A Review of the Evidence. Ecological Economics, 140, 1–13. https://doi.org/10.1016/j.ecolecon.2017.04.017
Fekih Zguir, M., Dubis, S., & Koç, M. (2021). Embedding Education for Sustainable Development (ESD) and SDGs values in curriculum: A comparative review on Qatar, Singapore and New Zealand. Journal of Cleaner Production, 319, 128534. https://doi.org/10.1016/j.jclepro.2021.128534
Fiedler, K., Schott, M., & Meiser, T. (2011). What mediation analysis can (not) do. Journal of Experimental Social Psychology, 47(6), 1231–1236. https://doi.org/10.1016/j.jesp.2011.05.007
Fisher, M. J., & Marshall, A. P. (2009). Understanding descriptive statistics. Australian Critical Care, 22(2), 93–97. https://doi.org/10.1016/j.aucc.2008.11.003
Gifford, R. (2007). Environmental Psychology and Sustainable Development: Expansion, Maturation, and Challenges. Journal of Social Issues, 63(1), 199–212. https://doi.org/10.1111/j.1540-4560.2007.00503.x
Glantz, S. A., Slinker, B. K., & Neilands, T. B. (2001). Primer of applied regression & analysis of variance (Vol. 654). McGraw-Hill, Inc.
Goktas, S., Gezginci, E., & Oymaagaclio, K. (2022). Adaptation of the Person-Centered Perioperative Nursing Scale to Turkish: A Validity and Reliability Analysis. Journal of PeriAnesthesia Nursing, 37(5), 712–716. https://doi.org/10.1016/j.jopan.2021.12.009
Haining, R. (2010). Bivariate Correlation with Spatial Data. Geographical Analysis, 23(3), 210–227. https://doi.org/10.1111/j.1538-4632.1991.tb00235.x
Hansen, P. G., & Jespersen, A. M. (2013). Nudge and the Manipulation of Choice. European Journal of Risk Regulation, 4(1), 3–28. https://doi.org/10.1017/S1867299X00002762
Harland, P., Staats, H., & Wilke, H. A. M. (1999). Explaining Proenvironmental Intention and Behavior by Personal Norms and the Theory of Planned Behavior1. Journal of Applied Social Psychology, 29(12), 2505–2528. https://doi.org/10.1111/j.1559-1816.1999.tb00123.x
Harold R. Hungerford, & Trudi L. Volk. (1990). Changing learner behavior through environmental education. The Journal of Environmental Education, 8–21. https://doi.org/10.1080/00958964.1990.10753743
Hines, J. M., Hungerford, H. R., & Tomera, A. N. (1987). Analysis and Synthesis of Research on Responsible Environmental Behavior: A Meta-Analysis. The Journal of Environmental Education, 18(2), 1–8. https://doi.org/10.1080/00958964.1987.9943482
Hopper, J. R., & Nielsen, J. M. (1991). Recycling as Altruistic Behavior. Environment and Behavior, 23(2), 195–220. https://doi.org/10.1177/0013916591232004
Huang, P. B., Yang, C.-C., Inderawati, M. M. W., & Sukwadi, R. (2022). Using Modified Delphi Study to Develop Instrument for ESG Implementation: A Case Study at an Indonesian Higher Education Institution. Sustainability, 14(19), 12623. https://doi.org/10.3390/su141912623
Hungerford, H. R., & Volk, T. L. (1990). Changing Learner Behavior Through Environmental Education. The Journal of Environmental Education, 21(3), 8–21. https://doi.org/10.1080/00958964.1990.10753743
Jeong, J. I., Park, R. J., Yeh, S.-W., & Roh, J.-W. (2021). Statistical predictability of wintertime PM2.5 concentrations over East Asia using simple linear regression. Science of The Total Environment, 776, 146059. https://doi.org/10.1016/j.scitotenv.2021.146059
Joireman, J. A., Van Lange, P. A. M., & Van Vugt, M. (2004). Who Cares about the Environmental Impact of Cars? Environment and Behavior, 36(2), 187–206. https://doi.org/10.1177/0013916503251476
Karp, D. G. (1996). Values and their Effect on Pro-Environmental Behavior. Environment and Behavior, 28(1), 111–133. https://doi.org/10.1177/0013916596281006
Kioupi, V., & Voulvoulis, N. (2019). Education for Sustainable Development: A Systemic Framework for Connecting the SDGs to Educational Outcomes. Sustainability, 11(21), 6104. https://doi.org/10.3390/su11216104
Klöckner, C. A. (2013). A comprehensive model of the psychology of environmental behaviour—A meta-analysis. Global Environmental Change, 23(5), 1028–1038. https://doi.org/10.1016/j.gloenvcha.2013.05.014
Kollmuss, A., & Agyeman, J. (2002). Mind the Gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8(3), 239–260. https://doi.org/10.1080/13504620220145401
Kurtz, T. E. (1963). Basic statistics. Prentice-Hall, Inc. https://doi.org/https://doi.org/10.1037/11782-000
Lacasse, K. (2016). Don’t be satisfied, identify! Strengthening positive spillover by connecting pro-environmental behaviors to an “environmentalist” label. Journal of Environmental Psychology, 48, 149–158. https://doi.org/10.1016/j.jenvp.2016.09.006
Laroche, M., Bank, R., Molson, J., Bergeron, J., & Barbaro-Forleo, G. (2001). Targeting consumers who are willing to pay more for environmentally friendly products. Journal of Consumer Marketing, 18(6), 503–520. http://www.emerald-library.com/ft
Levine, D. S., & Strube, M. J. (2012). Environmental Attitudes, Knowledge, Intentions and Behaviors Among College Students. The Journal of Social Psychology, 152(3), 308–326. https://doi.org/10.1080/00224545.2011.604363
Locke, E. A. (1996). Motivation through conscious goal setting. Applied and Preventive Psychology, 5(2), 117–124. https://doi.org/10.1016/S0962-1849(96)80005-9
Lombardi, R., Trequattrini, R., Schimperna, F., & Cano-Rubio, M. (2021a). The Impact of Smart Technologies on the Management and Strategic Control: A Structured Literature Review. Management Control, 1, 11–30. https://doi.org/10.3280/MACO2021-001-S1002
Lombardi, R., Trequattrini, R., Schimperna, F., & Cano-Rubio, M. (2021b). The Impact of Smart Technologies on theManagement and Strategic Control: A Structured Literature Review. MANAGEMENT CONTROL, 1, 11–30. https://doi.org/10.3280/maco2021-001-s1002
Lucarelli, C., Mazzoli, C., & Severini, S. (2020). Applying the Theory of Planned Behavior to Examine Pro-Environmental Behavior: The Moderating Effect of COVID-19 Beliefs. Sustainability, 12(24), 10556. https://doi.org/10.3390/su122410556
Lunenburg, F. C. (2011). Goal-Setting Theory of Motivation. International Journal of Management, Business, and Administration, 15(1), 1–6.
Malik, M. N., Khan, H. H., Chofreh, A. G., Goni, F. A., Klemeš, J. J., & Alotaibi, Y. (2019). Investigating Students’ Sustainability Awareness and the Curriculum of Technology Education in Pakistan. Sustainability, 11(9), 2651. https://doi.org/10.3390/su11092651
Matsumoto, S. (2014). The Opportunity Cost of Pro-Environmental Activities: Spending Time to Promote the Environment. Journal of Family and Economic Issues, 35(1), 119–130. https://doi.org/10.1007/s10834-013-9354-3
Milfont, T. L., Osborne, D., Yogeeswaran, K., & Sibley, C. G. (2020). The role of national identity in collective pro-environmental action. Journal of Environmental Psychology, 72, 101522. https://doi.org/10.1016/j.jenvp.2020.101522
Natural England. (2020). The people and nature survey for England: Adult data Y1Q1.
Niemiec, R. M., Champine, V., Vaske, J. J., & Mertens, A. (2020). Does the Impact of Norms Vary by Type of Norm and Type of Conservation Behavior? A Meta-Analysis. Society & Natural Resources, 33(8), 1024–1040. https://doi.org/10.1080/08941920.2020.1729912
Nilsson, A., Bergquist, M., & Schultz, W. P. (2017). Spillover effects in environmental behaviors, across time and context: a review and research agenda. Environmental Education Research, 23(4), 573–589. https://doi.org/10.1080/13504622.2016.1250148
Núñez-Delgado, A. (2020). SARS-CoV-2 in soils. Environmental Research, 190, 110045. https://doi.org/10.1016/j.envres.2020.110045
Oreg, S., & Katz-Gerro, T. (2006). Predicting proenvironmental behavior cross-nationally: Values, the theory of planned behavior, and value-belief-norm theory. Environment and Behavior, 38(4), 462–483. https://doi.org/10.1177/0013916505286012
Portney, L. G., & Watkins, M. P. (2009). Foundations of clinical research: applications to practice (Vol. 892). Upper Saddle River, NJ: Pearson/Prentice Hall.
Prion, S. K., & Haerling, K. A. (2020). Making Sense of Methods and Measurements: Simple Linear Regression. Clinical Simulation in Nursing, 48, 94–95. https://doi.org/10.1016/j.ecns.2020.07.004
Race, M., Ferraro, A., Galdiero, E., Guida, M., Núñez-Delgado, A., Pirozzi, F., Siciliano, A., & Fabbricino, M. (2020). Current emerging SARS-CoV-2 pandemic: Potential direct/indirect negative impacts of virus persistence and related therapeutic drugs on the aquatic compartments. Environmental Research, 188, 109808. https://doi.org/10.1016/j.envres.2020.109808
Rahimi, N. R., Fouladi-Fard, R., Aali, R., Shahryari, A., Rezaali, M., Ghafouri, Y., Ghalhari, M. R., Asadi-Ghalhari, M., Farzinnia, B., Conti Gea, O., & Fiore, M. (2021). Bidirectional association between COVID-19 and the environment: A systematic review. Environmental Research, 194, 110692. https://doi.org/10.1016/j.envres.2020.110692
Ramsey, C. E., & Rickson, R. E. (1976). Environmental Knowledge and Attitudes. The Journal of Environmental Education, 8(1), 10–18. https://doi.org/10.1080/00958964.1976.9941552
Rippa, P., & Secundo, G. (2019). Digital academic entrepreneurship: The potential of digital technologies on academic entrepreneurship. Technological Forecasting and Social Change, 146, 900–911. https://doi.org/10.1016/j.techfore.2018.07.013
Rogelj, J., Huppmann, D., Krey, V., Riahi, K., Clarke, L., Gidden, M., & Meinshausen, M. (2019). A new scenario logic for the Paris Agreement long-term temperature goal. Nature, 573(7774), 357–363. https://doi.org/https://doi.org/10.1038/s41586-019-1541-4
Savickas, M. L., & Porfeli, E. J. (2012). Career Adapt-Abilities Scale: Construction, reliability, and measurement equivalence across 13 countries. Journal of Vocational Behavior, 80(3), 661–673. https://doi.org/10.1016/j.jvb.2012.01.011
Schmitt, M. T., Aknin, L. B., Axsen, J., & Shwom, R. L. (2018). Unpacking the Relationships Between Pro-environmental Behavior, Life Satisfaction, and Perceived Ecological Threat. Ecological Economics, 143, 130–140. https://doi.org/10.1016/j.ecolecon.2017.07.007
Schultz, P. W., Gouveia, V. V., Cameron, L. D., Tankha, G., Schmuck, P., & Franěk, M. (2005). Values and their Relationship to Environmental Concern and Conservation Behavior. Journal of Cross-Cultural Psychology, 36(4), 457–475. https://doi.org/10.1177/0022022105275962
Schultz, P. W., Nolan, J. M., Cialdini, R. B., Goldstein, N. J., & Griskevicius, V. (2007). The Constructive, Destructive, and Reconstructive Power of Social Norms. Psychological Science, 18(5), 429–434. https://doi.org/10.1111/j.1467-9280.2007.01917.x
Schwartz, S. H. (1992). Universals in the Content and Structure of Values: Theoretical Advances and Empirical Tests in 20 Countries (pp. 1–65). https://doi.org/10.1016/S0065-2601(08)60281-6
Schwartz, S. H. (1994). Are There Universal Aspects in the Structure and Contents of Human Values? Journal of Social Issues, 50(4), 19–45. https://doi.org/10.1111/j.1540-4560.1994.tb01196.x
Sengupta, M. (2017). Impact of CSR on Education Sector (pp. 33–50). https://doi.org/10.1007/978-3-319-41781-3_4
Steg, L., & Gifford, R. (2005). Sustainable transportation and quality of life. Journal of Transport Geography, 13(1), 59–69. https://doi.org/10.1016/j.jtrangeo.2004.11.003
Steg, L., & Vlek, C. (2009). Encouraging pro-environmental behaviour: An integrative review and research agenda. Journal of Environmental Psychology, 29(3), 309–317. https://doi.org/10.1016/j.jenvp.2008.10.004
Stern, P. C., Dietz, T., Abel, T., Guagnano, G. A., & Kalof, L. (1999). A value-belief-norm theory of support for social movements: The case of environmentalism. (Vol. 6). Human Ecology Review.
Stern, P. C., Dietz, T., & Guagnano, G. A. (1995). The New Ecological Paradigm in Social-Psychological Context. Environment and Behavior, 27(6), 723–743. https://doi.org/10.1177/0013916595276001
Sykes, A. O. (1993). An introduction to regression analysis.
Thaler, R. H., & Sunstein, C. R. (2009). Nudge: Improving decisions about health, wealth, and happiness. Penguin.
Thøgersen, J. (2004). A cognitive dissonance interpretation of consistencies and inconsistencies in environmentally responsible behavior. Journal of Environmental Psychology, 24(1), 93–103. https://doi.org/10.1016/S0272-4944(03)00039-2
Thøgersen, J., & Crompton, T. (2009). Simple and Painless? The Limitations of Spillover in Environmental Campaigning. Journal of Consumer Policy, 32(2), 141–163. https://doi.org/10.1007/s10603-009-9101-1
Truelove, H. B., Carrico, A. R., Weber, E. U., Raimi, K. T., & Vandenbergh, M. P. (2014). Positive and negative spillover of pro-environmental behavior: An integrative review and theoretical framework. Global Environmental Change, 29, 127–138. https://doi.org/10.1016/j.gloenvcha.2014.09.004
United Nations. (2015). Transforming our world: the 2030 Agenda for Sustainable Development.
Xu, Y., & Ramanathan, V. (2017). Well below 2 °C: Mitigation strategies for avoiding dangerous to catastrophic climate changes. Proceedings of the National Academy of Sciences, 114.39, 10315–10323. https://doi.org/https://doi.org/10.1073/pnas.1618481114
Yang, X., & Lo, K. (2021). Environmental health research and the COVID-19 pandemic: A turning point towards sustainability. In Environmental Research (Vol. 197). Academic Press Inc. https://doi.org/10.1016/j.envres.2021.111157
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting. American Educational Research Journal, 29(3), 663–676. https://doi.org/10.3102/00028312029003663