隨著科技發展演進，人類對環境的影響已經超過其他所有生物對環境之干預的總和，因此在探討環境問題時，人類的活動常常是考察的重點對象，人類應該思考的環境正義議題也隨之浮上檯面（黃瑞祺、黃之棟，2007）。人類除了對自身族群負有倫理責任，對環境也應有相關的保育行為。環境正義不僅限於周邊的人們、生物、環境，包括我們下一代的生存權利也是核心議題之一，在聯合國《我們共同的未來》報告書也強調世代正義的重要性，是世界提倡永續發展的里程碑。
SDGs的17項指標以全球角度出發，世界各國的各領域皆可以將SDGs納入參照架構，教育領域也不例外，尤其像高等教育擁有豐沛的學術研究與課程教學資源，更是可以在執行SDGs上扮演領航者的角色，本研究將以IPA分析探討師培生對於SDGs的覺知與實踐情形，並加入個案學校師生訪談，勾勒出SDGs在臺灣師資培育落實的現況，提出可行的推動策略。

With the development and evolution of science and technology, the impact of human beings on the environment has exceeded the sum of the environment. Therefore, when discussing environmental issues, human activities are the points to discuss, and the issues of environmental justice that human beings should think about future. In addition to the ethical responsibility of human beings to their own ethnic groups, human beings should also have relevant conservation and behaviors for the environment. Environmental justice is not limited to the surrounding people, creatures, and the environment. It also includes the right of our next generation. It is the core issue of sustainability. The UN report "Our Common Future" also emphasizes the importance of intergenerational justice. It is the world's milestone of sustainable development.
The 17 indicators of the SDGs are from a global perspective. All fields in the world can incorporate the SDGs into the reference framework, and the education field is no exception. Especially as higher education has academic research and curriculum teaching resources, it can be used in the implementation of the SDGs. To be the role of pioneer, this research will explore the awareness and practice of SDGs among college students in teacher education program by Importance- Performance Analysis, and will have interviews with teachers and students of the case school. The research will describe the current situation of implementation of SDGs of teacher training in Taiwan, and propose feasible promotion strategies.

第一章．緒論 1
第一節． 研究背景與動機 2
第二節．研究目的與待答問題 7
第三節．名詞釋義 8
第四節．研究方法與步驟 10
第五節．研究範圍與限制 11
第二章．文獻探討 12
第一節． SDGS的發展歷程、內涵與應用 12
第二節．SDGS在高等教育實施的重要性 15
第三節．SDGS在臺灣高等教育實施的情形 19
第四節．SDGS與師資培育的相關性 20
第五節．培育師培生SDGS 知能的策略 23
第三章．研究方法 24
第一節．研究架構 25
第二節．研究對象 26
第三節．研究工具 27
第四節．資料處理 29
第四章．研究結果與討論 32
第一節．師培生對於SDGS的關注程度與表現程度分析 32
第二節．探究臺灣的師培課程與SDGS之關聯 49
第三節．師培課程落實SDGS的發展方向與策略 57
第五章．研究結論與建議 60
第一節． 結論 60
第二節． 建議 62
參考文獻 64
附錄 73

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