在數位落差擴大、家庭照顧功能鬆動與青年人口外流的結構性困境下，偏鄉「課輔」已經成為體制外社會力量補充基礎教育、維繫教育公平的重要治理場域。既有研究多聚焦於資源缺口或非營利組織服務功能，較少從「教育公共性」與「共享化協力治理」視角，探討偏鄉教育公共性與公共價值如何透過多元行動者的「合產」實踐得以長期維繫與再生產。為此，本研究以中國大陸「陶淑書院」與臺東「孩子的書屋」為比較案例，運用深度訪談、參與觀察與文本分析，剖析偏鄉教育協力治理的生成邏輯與「誘因轉化」機制。研究發現，兩案例雖同處正式教育支持系統弱化的全球化壓力下藉由「情感誘因」生成「共享化協力治理機制」，但在「教育共享財」永續供給上卻藉由「誘因轉化」路徑差異，形塑出截然不同的供給模式：「陶淑書院」主要依託宗族倫理、在地文化復振與在地共同體重建為核心之「傳統古制型協力治理」供給路徑；而「孩子的書屋」則透過社會企業、跨域募資、專業分工與市民社會參與，成功將初期的「道德情感」轉化為制度化的公共使命與財務韌性，建構出「企業型NPO協力治理」供給模式。本研究進一步指出，偏鄉教育治理能在創辦人退場後持續穩定運作，關鍵不在於人格魅力本身，而在於治理機制是否已經完成從「人格化權威」向「制度化公共性」之「誘因轉化」。據此，本研究主張偏鄉教育政策應從短期補助思維轉向長期公共培育思維，透過制度設計促進情感、社群團結、目的性與物質誘因的交織與轉化，方能實現「教育共享財」的永續供給與協力治理的常態化。

Amid widening digital inequality, weakening family support functions, and sustained youth outmigration, rural after-school education has increasingly become a critical governance arena through which non-state actors supplement formal schooling and promote educational equity. Existing studies primarily emphasize resource deficiencies and nonprofit service provision, while paying insufficient attention to how the publicness of education is sustained through commoning and co-production.
This study employs a comparative case analysis of “Taoshu Academy” in mainland China and The “Kid’s Bookhouse” in Taitung, Taiwan. Drawing upon in-depth interviews, participant observation, and document analysis, it examines the formation of rural educational commoning and the mechanisms of incentive transformation. Findings indicate that both cases emerged in response to the erosion of formal educational support systems and initially mobilized participation through emotional incentives. However, divergent incentive transformation pathways produced distinct models for sustaining educational commons. Taoshu Academy developed a “traditional commoning model” rooted in clan ethics, cultural revitalization, and community reconstruction, whereas The Kid’s Bookhouse evolved into an “enterprise-oriented NPO model” characterized by social entrepreneurship, diversified fundraising, professionalization, and civic participation.
The study further demonstrates that the sustainability of rural educational governance depends less on founders’ personal charisma than on the successful transformation of personalized authority into institutionalized publicness. Accordingly, effective rural education policy should move beyond short-term subsidies toward long-term capacity building, fostering the interaction and transformation of emotional, solidarity-based, purposive, and material incentives to ensure the sustainable provision of educational commons and the institutionalization of commoning.

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