摘 要
本研究將PBL策略結合綠電創能導入教學課程，為聯合國可持續發展目標（SDGs）中第七項可自主承擔之潔淨能源，視為地球永續淨零之關鍵工具，旨在教學現場面臨少子化及自主學習慾望降低之困境，傳統教學難以接軌產業大量人力需求，尤其是2050年達淨零排放之目標為目前世界各國政府與大型企業之目標與責任，配合淨零排放啟動國家能源轉型，將是我國能源未來發展趨勢，其人才技能需求急迫供應至相關產業，因此本研究之課程人才培育，將以綠電創能減碳與智創整合數位，兩大實踐項目主軸來貫穿教學實踐方針，讓學生們從課堂專案實戰過程中，獲取創能開發經驗與數位化、智慧化技能，並藉由ADDIE 的五個步驟同時導入NSDB與SWOT之提案策略與案例分析，發展出問題導向與專題導向學習之創新教學策略，引導學生進行設計思維，先行思考市場未滿足之需求，創建更符合實際用戶需求解決方案，培養解決問題能力，研究目的為探討經由此教學內容，所獲得學習成效之影響，研究對象為某科技大學綠電永續淨零跨域整合實務系列課程，共計428名學生，完成修課學生之專案實作素養普遍獲得提升，結合物理理論與工程實踐，為學生提供紮實的基礎知識和實用技能，體會協同合作於工程領域之重要性，提升學習興趣，可知得本研究發展之創新教學模式，對學生養成專業能力之訓練是有助益的。
關鍵詞：綠電創能、PBL策略、NSDB提案策略、可持續發展目標(SDGs)
Abstract
In response to the global push toward net-zero carbon emissions by 2050 and the United Nations Sustainable Development Goal 7 (ensuring access to affordable, reliable, sustainable, and modern energy), this study integrates a Problem-Based Learning (PBL) strategy and green energy development into a university-level curriculum. The approach addresses challenges faced by higher education institutions, such as the declining of students’ enrollment and their learning motivation, while meeting the urgent industry demand for skilled professionals in emerging energy sectors. Grounded in the ADDIE framework, the course design incorporates NSDB and SWOT proposal strategies, guiding students to explore unmet market needs through design thinking. Two primary practical themes—green energy generation and digitally intelligent integration—form the basis of the students’ learning activities. A total of 428 students from a technology university participated in a cross-disciplinary course series of green energy sustainability. The results indicate that students significantly enhanced their theoretical knowledge and practical engineering skills, as well as their collaborative competencies, thereby gaining a deeper appreciation of teamwork in engineering contexts. Moreover, the PBL-oriented curriculum effectively stimulated the students’ learning interest and motivation, demonstrating its potential to prepare future talent for the rapidly evolving green energy industry. The findings suggest that this innovative teaching model not only fosters professional skill development but also serves as a viable pathway to cultivating problem-solving abilities and design thinking in support of global sustainability and net-zero initiatives.
Keywords: Green energy generation, Problem-based learning strategy，NSDB proposal strategy