面對複雜的社會、經濟與環境挑戰，聯合國推廣之永續發展教育（ESD）成為全球教育創新的重要指標，強調培養學習者具備系統思維與跨域價值導向的行動能力。然而，在台灣現行的永續發展教育在實踐上多偏重理念倡議，缺乏以科學方法檢核學習成效的系統架構。

本研究以國際系統動態學（SD）教育為基礎，融合ESD 教育之核心價值，旨在建構「永續系統發展教育」（SSD）之創新模式。理論架構依據國際系統動態學會提出之《K-12 系統教育模型》，設計涵蓋師資培育、政策支持、教師社群、課程設計、NGO 合作及國際連結等十項策略構面。研究透過國內外文獻分析與專家訪談，選取美國、土耳其與聯合國為個案研究對象；再者，依研究架構訪談台灣K-12 教育現場的現任教師及主管，了解教育現場推動永續系統發展教育創新模式之可能性與影響；最後，建構系統動態電腦模型，透過模擬分析各國策略在台灣教育體系下的可能影響，以作為政策推動參考。

本研究梳理SSD 教育模式內涵，以教育品質與跨領域學習整合為核心教育價值，並歸納歐美國家如何透過高等教育、科研導向或社群機制將該模式制度化。透過國際標竿案例與台灣發展現況之綜合分析，建構一套兼具國際視野與在地實踐潛能的SSD 教育創新模式推廣策略架構，並針對政策配置、師培路徑及跨域協作提出具體建議。期望協助台灣教育機構與國際同步，將永續理念落實於系統化課程中，形塑具社會信任的優質教育，落實我國教育政策下之系統素養教育，並提供實證基礎。

In response to increasingly complex social, economic, and environmental challenges, Education for Sustainable Development (ESD), promoted by the United Nations, has become a key direction for global educational transformation. ESD emphasizes the development of learners’ systems thinking and value-oriented action competencies. However, in practice, ESD tends to focus on conceptual advocacy, while lacking a systematic framework grounded in scientific methods for evaluating learning outcomes.

This study is grounded in System Dynamics (SD) education and integrates the core values of ESD to propose an innovative model termed Education for Sustainable System Development (SSD). The theoretical framework is based on the K–12 system dynamics integration model proposed by the System Dynamics Society (SDS), and incorporates ten strategic dimensions (S1–S10), including teacher training, policy support, professional learning communities, curriculum design, NGO collaboration, and international networking.

The study adopts multiple research methods, combining literature analysis, expert interviews and computer simulations. Benchmarking cases from the United States, Türkiye, and the United Nations are selected as case study subjects. In addition, in-service K–12 teachers and administration managers in Taiwan are interviewed to explore the feasibility and impacts of implementing the SSD model in real educational contexts. Furthermore, a system dynamics model is constructed using computer modeling and simulation analysis
to examine the effects of different strategies within Taiwan’s education system.

This study identifies the core concepts and educational values of the SSD model, and analyzes how countries in United States and Europe can institutionalize such approaches through higher education, research-driven initiatives, and professional networks. By synthesizing international benchmark cases and Taiwan’s current development context, thestudy proposes a strategic architecture for promoting SSD as an educational innovation
model that integrates global perspectives with local applicability.

Finally, practical recommendations are provided regarding policy design, teacher training pathways, and cross-sector collaboration. The study contributes to support Taiwanese educational institutions in embedding sustainability into systematic curricula, foster public trust in educational quality, advance systems literacy under national education policies, and provide an empirical foundation for future development.

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