隨著時代變動與新資訊的網路科技發達，人類的價值與設計師角色也隨時代在改變。其中設計教育的重點目的是培植未來設計師，而其中想像力的培育是設計教育基礎中極重要的一環。然而，臺灣多年從日本工程教育轉化到空間（美感）教育及環境教育等，課程中尚未顧及想像力之發揮，而忽略想像力開發重要性。有鑑於此，本研究以臺北科技大學[創意設計學士班]為研究樣本，該班授課內容包含產品、建築與室內設計，並首創每班高中職生各半。研究中融入IERG教學理念，並以大自然為議題進行想像力設計課程教學。而研究結果顯示，不同領域刺激教學有效增加想像力的心像題材的豐富性，亦突顯出二種不同體系的知識訓練對於「想像力」在呈現方式上的落差及各自的強項，此部分資料對於技職體系的大學校院之設計學院，未來在培育設計人才之訓練方向與課程設計頗有助益。

As times change and internet technology advances, man's core content value and designer positions also change. The purpose of design education is to train future designers and developing their imagination is the most important part of the basic design education. However, many years ago Taiwan design education was based upon Japanese engineering education, thus, today the space, aesthetic education and environmental education curriculum has not stressed the importance of developing the student's imagination. Therefore, this study uses Taipei University of Technology-Department of Creative Design students for an example. The courses include product design, architecture and interior design and each class has fifty percent high school students and fifty percent vocational students. The design courses will be using the IERG teaching philosophy in this study, which uses natural topics to develop imagination. The outcome of the study shows that stimulation of different areas of teaching effectively increases the imagination. Teaching the same imagination method to the high school and vocational students, results in different outcomes for each student. Each Student group excels in different areas as a result of the IERG teaching. The results of this study for the technical and vocational education School of Design will be helpful in the future for the design direction and designing the curriculum.