摘要
本研究將流行音樂視為促進社會變革的工具，旨在探討將音樂教育融入聯合國可持續發展目標（SDGs）與《身心障礙者權利公約》（CRPD）的課程設計，並評估其對減少對身心障礙者偏見與提升共融意識的影響。研究通過比較傳統的生命教育模式與創新的共融協作課程，為高等教育中融合永續發展、身心障礙者權利、共融社會與音樂教育提供了多元發展的可能性。研究採用「The Attitude Toward Disabled Persons（ATDP）量表」作為測量工具，評估學生對身心障礙者態度的轉變。研究對象為82名學生，其中68名參與了生命教育課程，10名參與了共融協作工作坊並填寫量表。結果顯示，參與共融協作活動的學生在ATDP量表上的分數有顯著提升，且其成效優於傳統的生命教育課程。此外，雖然性別與生活經驗等變項，對於ATDP分數之影響未達統計上顯著差異，但女性參與者對相關議題的關注度較高，這可能反映了其社會角色的影響，值得更近一步的研究與探討。
關鍵詞：音樂教育、社會變革、共融、身心障礙者權利、可持續發展目標（SDGs）
Abstract
This study investigates the role of popular music as a catalyst for social change by integrating music education with the United Nations' Sustainable Development Goals (SDGs) and the Convention on the Rights of Persons with Disabilities (CRPD). It evaluates the effectiveness of this integration in reducing bias against individuals with disabilities and promoting inclusion. By comparing traditional life education with collaborative inclusion courses, the research highlights new possibilities for merging sustainable development, disability rights, and music education in higher education. Utilizing the "Attitude Toward Disabled Persons (ATDP)" scale as a measurement tool, the study assesses changes in students' attitudes toward individuals with disabilities. The sample comprised 82 students, with 68 participating in life education courses and 10 engaging in collaborative workshops, all of whom completed the ATDP scale. The results indicated a significant improvement in scores among students involved in collaborative activities, demonstrating superior outcomes compared to those in traditional life education courses. While factors such as gender and life experience did not yield statistically significant differences, female participants demonstrated greater interest, suggesting social role influences that warrant further exploration.
Keywords: Music education, Social change, Inclusion, Disability rights, Sustainable Development Goals (SDGs)