與談人Discussant

單位/職稱: 國立中山大學教育與人類發展研究全英語學位學程助理教授

最高學歷：國立政治大學教育學系博士

學術專長：跨文化學習與技能，體驗式學習，創造力，教育創新、教育國際化、雙語教育

主題Topic:

透過設計思考在研究生教育課程制定公正轉型課堂計畫：以台灣行動個案研究為例
Developing Just Transition Lesson Plans through a Graduate Education Course using Design Thinking: Initial Insights from an Action Research Case Study in Taiwan

摘要Abstract:

莊雪華、紀博善*、陳氏芳蓮

本研究將介紹一項行動研究的初步成果，探討如何在台灣的研究生教育課程中，運用設計思考作為課堂計畫的設計框架，制定適用於雙語或英語為主（EMI）的中學「公正轉型」課程。公正轉型的概念強調在向低碳經濟轉型的過程中，實現公平和可持續的解決方案，並且這一概念在教育領域的應用愈加受到重視。透過設計思考這種以人為本的問題解決方式，研究生們在協作中設計出具有創新性並能凸顯轉型過程中的社會與環境的所要面臨的挑戰的課堂計畫。本研究分析了參與此計畫的研究生的反思與訪談、專家和同儕的課堂觀察，以及高中生課堂後的反饋。在此分析結果上，本研究將分享對研究生教育課程開發和課堂計畫設計的見解與成果，並討論如何將公正轉型的內容有效地融入中學教育。同時，研究也將探討教育學研究者在設計思考框架下的專業發展。本研究將強調設計思考在教育領域中的實用性及其在中學「公正轉型」課堂計畫中的潛在應用，最後將討論相關挑戰、局限性及未來研究的建議。

關鍵詞：公正轉型、設計思考、研究生教育課程、課堂計畫

Hsueh-Hua Chuang, Dale Albanese*, Thi Phuong Lien Tran

This talk will introduce preliminary results of an action-research study exploring the development of Just Transition lesson plans intended for use in bilingual or EMI secondary school contexts in Taiwan within a graduate education course employing design thinking as a lesson plans design’s framework. The concept of Just Transition, which focuses on equitable and sustainable solutions for transitioning towards a low-carbon economy, is increasingly critical in education. By incorporating Design Thinking, a human-centered approach to problem-solving, graduate students are guided to collaboratively design innovative lesson plans that address both the social and environmental challenges of the transition. The research investigates empowering them to create lesson plans that promote social justice, environmental responsibility, and inclusivity. Through qualitative analysis of participant reflections and interviews, peers and experts’ observations, and student engagement feedback, this talk will introduce several insights and takeaways for graduate coursework in education and lesson plan development, the integration of Just Transition content into secondary schools, and professional development of education researchers and practitioners through design thinking. The talk highlights the effectiveness of Design Thinking in educational contexts and its potential use in creation of meaningful Just Transition lesson plans for secondary school students and concludes with a discussion of challenges, limitations, and suggestions for future research. 

Keywords: Just Transition, Design Thinking, Graduate Education Course, Lesson Planing