目的:透過樂活減碳行動策略讓技術學院學生從真實情境,親自體驗樂活族的綠生活哲學,進而探討其學習成效。方法:本研究為單組前後測設計(One-group pretest-posttest design),以北部某技術學院73名學生為研究對象,參與樂活減碳行動策略之「綠生活資訊網絡」、「綠生活綠色植栽」及「綠生活作品記事」的體驗課程,並於行動策略介入前後接受前後測,比較學生節能減碳認知、節能減碳態度與個人減碳足跡狀況。結果:樂活減碳行動策略介入前後:(1)研究對象節能減碳認知前後測得分達顯著進步(p< .001),食(p= .038)與行(p< .001)二構面達顯著差異;(2)研究對象節能減碳態度未達顯著差異(p= .153),住、行與休閒則呈現退步情形;(3)研究對象個人減碳足跡達顯著進步(p= .002),衣(p= .001)與「住」(p= .003)二構面達顯著差異;(4)技術學院學生的節能減碳態度與學習滿意度呈顯著關係(p= .001)。結論:技職院校應開設或辦理節能減碳相關課程與活動,增加高等教育學生接觸節能減碳議題之機會,並於課程與研習中帶入體驗活動,更能引發學生對節能減碳相關議題的學習興趣、動機與成效,經由全面性、系統性、融貫性與長期的介入措施與自然薰陶,有助於技職院校學生提升節能減碳認知、態度與行動。
Objective: A low-carbon lifestyle program was administered to a group of vocational college students in Taiwan as a simulated green lifestyle philosophy experience. This study assessed the learning outcome of this group. Methods: A one-group pretest-posttest design was used on a study sample of 73 undergraduate students from a vocational college in northern Taiwan. A low-carbon life program was administered to the students by asking them to make use of a green lifestyle portal website, grow green plants, and chronicle their green lifestyle initiatives. Pretest and posttest questionnaires were administered before and after the program to assess participant knowledge and attitudes toward a low-carbon lifestyle and their attained carbon footprint reduction results. Results: A comparison of pretest and posttest results demonstrated that, after the program: (1) the sample achieved significantly higher test scores (p < .001) in their knowledge of low-carbon life and achieved significantly different scores regarding their knowledge of low-carbon food (p = .038) and low-carbon transportation (p < .001). (2) No significant difference was observed in scores related to participant attitudes toward low-carbon lifestyles (p = .153). Participants achieved significantly lower scores related to attitude toward lowcarbon housing, low-carbon transportation, and low-carbon recreation and leisure. (3) Participants achieved significantly higher carbon footprint reduction scores (p = .002) and significantly varying scores in terms of carbon footprint reduction scores related to clothing (p = .001) and housing (p = .003). (4) There was a significant correlation between participant attitudes toward a low-carbon lifestyle and overall satisfaction with the program (p < .001). Conclusions: Courses and activities designed to promote a low-carbon lifestyle should be introduced into the vocational college curriculum to raise student awareness of low-carbon issues. Courses and activities should allow students to experience lowcarbon lifestyles to inspire greater learning motivation and enhance learning performance. A comprehensive, systematic, and long-term low-carbon lifestyle program that blends theory with practice should be effective in instilling awareness, attitude, and motivation necessary to encourage students to adopt behaviors appropriate to a low-carbon lifestyle.