Abstract
The core general education course [Changes and Sustainability of Natural Environmental] at National Tsing Hua University aims to instill in students a sustainable mindset that translates into concern and action. The course content covers global environmental and climate changes, the environmental history of Taiwan and contemporary development controversies, and the threats to and conservation of biodiversity. However, I observed that students often feel detached from environmental issues due to their upbringing and educational background, leading to unfamiliarity and indifference. Thus, this study employs a flipped teaching method. Online courses are used to impart background knowledge, while in-person classes are dedicated to in-depth discussions of environmental issues. Additionally, I led students on field trips to natural environments. They participate in service learning, including practical activities like forest habitat improvement and coastal restoration, to strengthen their connection to the land. In the 112th academic year, two classes followed the traditional in-person teaching approach (control group), while two adopted the innovative teaching approach (experimental group). The results showed that both approaches had similar outcomes in terms of exam scores, suggesting that the streamlined online courses were sufficient for exam preparation. However, the experimental group demonstrated significantly higher motivation and engagement, expressed a greater willingness to take responsibility for environmental sustainability, and provided qualitative feedback indicating the course profoundly impacted their values, perspectives, and daily behaviors. The control group, on the other hand, felt that the course emphasized analysis and judgment, with more student-teacher interactions, highlighting the importance of in-depth explanations and interaction in in-person classes.