臺灣大專院校是培養環境教育專業人才的搖籃，為提升環境教育碩士班研究生之環境素養，同時保有解決環境問題的希望感，並提升環境行為和教學的自我效能，本計畫利用研究所入門課程「環境教育」設計三個模組、共18週的教學活動。模組（一）「環境議題與環境素養」利用八週時間讓研究生學習調查環境議題，以提升環境素養中的環境知識、技能、態度、環境行為意圖和頻率。模組（二）「環境希望與行動效能」則嘗試在四週中，運用環境教育者或行動者的成功故事來提升希望感和行動自我效能。模組（三）「環境教育專業知能與教學效能」亦利用四週時間讓研究生轉化議題調查和氣候行動經驗來練習設計教案並提升教學自我效能。本計畫在108學年第一學期進行教學，共有14名研究生修習「環境教育」課程並同意參與計畫，採用前實驗法作為評量設計，以整學期的前測及後測分數進行無母數分析，結果發現在此實驗性模組課程介入後，環境知識、技能、行動和教學自我效有顯著提升，但環境態度、行為意圖和頻率、希望感未有顯著進步。未來應根據初步研究結果調整模組課程之活動設計和教學內容。

Universities are the main training organizations to cultivate quality environmental educators in Taiwan. This project aimed to promote master students’ environmental literacy and keep their sense of hope and self-efficacy when facing and solving environmental issues. Three modules that contained learning activities for 18 weeks in the Environmental Education course. Module I, “Environmental Issue and Literacy” took eight weeks to teach investigation of environmental issues to promote master students’ environmental knowledge, skills, attitude, intention and frequency of pro-environmental behaviors. Module II, “Hope and Self-efficacy for Taking Action” used four weeks to raise master students’ sense of hope and self-efficacy for action through listening and analyzing success stories of environmental educators and environmentalists. Module III, “Environmental Education Profession and Self-efficacy for Teaching” used four weeks to encourage master students to transform their experiences of issue investigation and climate action into lesson plans and therefore increased their self-efficacy in teaching environmental issues. These modules were instructed from September 2019 to January 2020. There were 14 master students who agreed to participate in this project. We adopted a pre-experiment design to collect quantitative data and conducted nonparametric statistics by comparing pre- and post-test scores. The overall result showed that these three experimental modules could significantly increase master students’ environmental knowledge, skill, and self-efficacy in taking environmental actions and implementing environmental education. However, the modules still need to be revised to improve the effectiveness of strengthening environmental attitude, intention, and frequency of pro-environmental behaviors. Based on what we have found, we will adjust the learning activities and content of these three modules in the future.