國際教育是全球化趨勢下，各國教育發展的重點項目，諸如訂定國際教育相關法案或計畫、建置網路交流互動平台、結合非營利組織機構辦理營隊、國際志工培訓與服務學習、境外開設語言學校或文化交流參訪活動等，希冀藉由國際教育的促動，來達成國家文化、教育、經濟與安全的目的。我國亦在此潮流推波助瀾下，由中央到地方政府陸續推動國際教育政策。本文旨在比較分析我國國際教育政策，研究發現：一、就願景而言：教育部以培育國際化人才為理想；地方政府則希望發展具有特色之國際化城市，並以世界公民為訴求；二、就推動目標或面向與行動方案而言：中央與地方均關注國際或全球素養的養成、環境國際化以及國際交流等向度；三、就實施理念或原則而言：台北市思考較為多元與周延；四、就成果面向或類別而言：教育部以融入課程、教師專業成長、國際交流和學校國際化四軌並行；台北市重視行動方案實施成果；高雄市則未做主軸歸納；而桃園市則較貼近教育部之四個面向。

International education is a key project of educational development under the trend of globalization. Countries set international education-related plans, build interactive platforms for networking, combine non-profit organizations for teams, do international volunteer training and service learning, and open language schools abroad or cultural exchange visits. International education has been promoted to achieve cultural, educational, economic, and security goals. Taiwan has also contributed to the promotion of international education policy from the central government to the local governments. The study aims to compare and analyze the international education policy and has the following findings: 1. In terms of vision, cultivating international talents is the ideal of the Ministry of Education; yet local government hopes to develop an international city with special features, and appeal to global citizens. 2. According to promote goals and action plans, both the central and local governments pay attention to the development of international or global literacy, internationalization of the environment, and the international communication. 3. In light of implementation or principle, Taipei city's concept is diverse and comprehensive. 4. For outcomes or categories, the Ministry of Education integrates the four tracks of curriculum, professional development of teachers, international exchanges and internationalization of schools; Taipei city values implementation of action plan; Kaohsiung city didn't do induction; Taoyuan city is closer to the four aspects of the Ministry of Education.