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題名:台灣大學生之全球素養調查研究
作者:簡嘉瑩
作者(外文):Chia-Ying Chien
校院名稱:國立中山大學
系所名稱:教育研究所
指導教授:莊雪華
周珮儀
學位類別:博士
出版日期:2022
主題關鍵詞:大學生全球素養全球素養驗證性因素分析大學國際化大學生global competence of undergraduatesglobal competencyCFAuniversity internationalizationundergraduate
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隨著科技時代進步,,全球化影響儼然已經成為現代生活普遍面對的互動模式。為了讓年輕人具備與全球人們共同合作的知識、能力,以及良好的應變態度,培養國際競爭力及發展文化認同與接受差異的全球素養為其重要。
本研究採取問卷調查法,研究工具為自編「大學生全球素養量表」,包括多元文化與國際了解、社會經濟發展與相互依存、環境永續、消弭衝突、維護制度與人權及科技運用與溝通互動五個構面。研究樣本以北區、中區、南區、東區大學生,共 1200 人進行正式研究,有效問卷為 1062 人,問卷回收率 88.5%。量表各層面之 α 係數達到 0.8 以上,顯示其內部一致性佳。經驗證模式經修改後,該模式適配度經驗證性因素分析,結果顯示其適配度良好。
本研究結果發現,大學生在全球素養整體構面的表現具中等程度,在「多元文化與國際了解」、「消弭衝突、維護制度與人權」、「環境永續」構面得分較 佳,「社會經濟發展與相互依存」及「科技運用與溝通互動」偏低。
依不同背景變項分析差異情形,在不同大學生在性別、主要經濟來源,在社會經濟發展與相互依存、環境永續構面皆有差異。其中,性別與主要經濟來源對於多元文化與國際了解也有較好的表現。不同大學生校內多元文化學習經驗及國際交流經驗越多元,全球素養整體表現是有差別的。在校內多元文化經驗中,修習全球議題課程、第二外國語開設課程、參加跨文化體驗活動及短期交流;在國際交流經驗中,海外學習、社團活動及擔任來台國際人士接待經驗有明顯的差異。
大學生是否修習語言課程及語言證照的取得對於全球素養是有差異,在「多元文化及國際了解」及「科技運用與溝通互動」表現較明顯。不同大學生全球素養並未因父母親的教育程度及就讀地區有差異。
目前教育部對於12年國教素養導向的推行,提升高中職以下全球素養的培育,未來研究能夠向下延伸,對於國內全球素養能力能夠有通盤的了解,並提出有效的學習方式。
目前大部分的全球素養調查皆採取量化形式,未來可以透過質化的形式,對於不同背景變項作深入的探討,或是質量並重的形式、透過不同的研究形式,讓研究能夠更貼近學生的心理態度,讓未來全球素養的培育能夠更加完善。
This study adopted a questionnaire survey method and used the self-compiled University Global Competence Scale as the research instrument. The scale contained five dimensions, namely “multicultural and international understanding,” “socioeconomic development and interdependence,” “environmental sustainability,” “conflict resolution and safeguarding systems and human rights,” and “technology usage, communication, and interactions.” This study selected 1,200 university students from northern, central, southern, and eastern Taiwan as the study sample for a formal study, and distributed a questionnaire to each of the study participants. Of the questionnaires returned, 1,062 were valid, posting a valid response rate of 88.5%. The Cronbach’s alpha between all the scale dimensions were 0.8 or above, indicating favorable internal consistency. Next, the scale was revised based on a verification model, where the scale showed favorable fitness according to a confirmatory factor analysis.
According to the study results, the university students showed moderate overall global competence. They scored more favorably in the dimensions “multicultural and international understanding,” “conflict resolution and safeguarding systems and human rights,” and “environmental sustainability,” and less favorably in “socioeconomic development and interdependence” and “technology usage, communication, and interactions.”
This study analyzed university students with different background variables, and found differences in the scores obtained for the dimensions “socioeconomic development and interdependence” and “environmental sustainability” among those of different genders and those with different main sources of income. Gender and main sources of income exhibited stronger effects on multicultural and international understanding. Overall global competence performance also varied significantly among university students who had different on-campus multicul also varied significantly among university students who had different on-campus multicultural learning experiences and international exchange experiences. Said on-site multicultural learning experiences consisted of studying in global issue-related courses and second language courses as well as participating in cross-cultural experience-related activities and short-term exchanges, whereas international exchange experiences consisted of studying overseas, participating in student club activities, and receiving international visitors to Taiwan.The levels of global competence depend on whether the university students have studied language courses and have obtained language certificates, particularly in the dimensions “multicultural and international understanding” and “technology usage, communication, and interactions.” By contrast, the university students’ global competence did not vary between those studying in different regions and those whose parents’ education levels were different from other students’ parents’ education levels.
Currently, the Ministry of Education promotes providing competence-oriented teaching in 12-year basic education to elevate the global competence of students in vocational/senior high schools or below. Future studies may investigate the effects of such intervention on the global competence of domestic students in Taiwan and propose effective learning methods accordingly.
At present, most global competence-related surveys have used quantitative scales. Future studies may adopt qualitative research to explore related background variables in-depth. They may use qualitative and quantitative and different research methods to better demonstrate students’ global competence education becomes more complete in the future.
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