本研究探討了在生態博物館模式下的學習社群中，永續發展教育（ESD）與知識管理（KM）的策略性整合。研究焦點集中於臺北市文山區的國立政治大學城（NCCU Town），該區域涵蓋了國立政治大學、臺北市立動物園及貓空茶產業區。在全球追求聯合國永續發展目標（SDGs）的背景下，高等教育機構面臨轉型挑戰，需從傳統的學術殿堂轉變為與在地生態系統深度整合的創新中心。
本研究包含兩大核心目標。首先，運用「文化生態系統服務創新」（Cultural Ecosystem Service Innovation, CESI）框架，對政大城生態系統進行系統性映射。旨在識別當前發展狀況、永續潛力以及阻礙學術知識與在地智慧整合的結構性斷層。其次，探討基於 CESI 的整合與跨部門協作如何透過有效的知識管理循環，促進永續「學習型社會」（learning society）的形成。
本研究採用描述性定性研究方法，並設計為單一嵌入式個案研究（single embedded case study）。研究數據透過對 14 位關鍵資訊提供者（包括本地與國際學生、大學職員、教職員及在地居民）進行深度訪談取得，並結合非參與式實地觀察與焦點團體討論（FGD）。次級數據則源自政策文件分析、機構統計資料及運作報告。所有數據均經過開放式、軸心式與選擇式編碼程序，以深入理解政大城內部的系統性動態。
研究結果顯示，政大城發揮了動態關係學習生態系統的作用，其中顯性知識（學術知識）與隱性知識（在地智慧）不斷交織。然而，研究亦發現顯著的挑戰，包括高壓的學術環境（即「學術泡泡」）、國際社群面臨的語言障礙，以及限制包容性公眾參與的群體排他性。儘管面臨這些障礙，透過文化、生態系統、服務與創新（CESI）維度的應用，成功將臺北市立動物園及貓空登山步道等公共空間轉化為「就地」（in-situ）學習的「生活實驗室」。知識管理過程在此呈現循環式發展：從知識資本的積累、透過跨代互動促進人力資本發展，最終創造出對周邊社區具有價值的全球性影響力。
總結而言，本研究提出「生態博物館學習社群」（Eco-Museum Learning Society）概念作為學習型社會的替代模式。該模式強調對空間、行動者與知識流動的持續轉型。透過將文化與生態維度融入大學的服務職能中，該模式為其他區域提供了強化社區能力、鞏固在地認同並實現長期永續性的架構。本研究不僅在 ESD 與 KM 的領域提供理論貢獻，亦為大學管理者與地方政府提供實務建議，以創造更整合、包容且能適應當代挑戰的學習環境。

This research explores the strategic integration of Education for Sustainable Development (ESD) and Knowledge Management (KM) within the context of learning societies operating as ecomuseums. The study focuses on the National Chengchi University Town (NCCU Town) area in Wenshan District, Taipei, which encompasses National Chengchi University (NCCU), Taipei Zoo, and the Maokong tea area. Amid global demands to achieve the Sustainable Development Goals (SDGs), higher education institutions are challenged to transform from mere ivory towers into innovation hubs deeply integrated with their local ecosystems.
The objectives of this research are, first, to perform a systematic mapping of the NCCU Town ecosystem using the Cultural Ecosystem Service Innovation (CESI) framework. This mapping identifies current conditions, the potential for sustainability, and structural gaps that hinder the integration of academic knowledge and local wisdom. Second, it explores how CESI-based integration and cross-sector collaboration contribute to the formation of a sustainable “learning society” through effective knowledge management cycles.
This study adopts a descriptive qualitative approach utilizing a single embedded case study design. Primary data were collected through in-depth interviews with 14 key informants, including local and international students, university staff, lecturers, and residents, as well as non-participant field observations and Focus Group Discussions (FGD). Secondary data were gathered via analysis of policy documents, institutional statistics, and operational reports. All data were analyzed using open, axial, and selective coding procedures to generate a profound understanding of the systemic dynamics within NCCU Town.
The findings indicate that NCCU Town functions as a dynamic relational learning ecosystem where explicit academic knowledge constantly intersects with tacit local wisdom. However, significant challenges persist, including the "Academic Bubble", characterized by intense academic pressure, language barriers for the international community, and group exclusivity that limits inclusive public engagement. Despite these obstacles, the application of the Cultural, Ecosystem, Service, and Innovation (CESI) dimensions successfully transform public spaces, such as Taipei Zoo and the Maokong hiking trails, into “living laboratories” for in-situ learning. Knowledge management processes occur cyclically, ranging from the accumulation of knowledge capital and the development of human capital through intergenerational engagement to the creation of global values relevant to the surrounding community.
In conclusion, this study proposes the concept of an “Eco-Museum Learning Society” as an alternative model for learning communities. This model emphasizes the continuous transformation of spaces, actors, and knowledge flows. By integrating cultural and ecosystem dimensions into university service functions, this model provides a framework for other regions to enhance community capacity, strengthen local identity, and achieve long-term sustainability. This research contributes theoretically to the development of education for sustainable development and knowledge management while offering practical recommendations for university administrators and local governments to create learning environments that are more integrated, inclusive, and adaptive to contemporary challenges.

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