Sustainable Teaching
Because of extreme weather, climate change and global warming in recent years, alongside the dynamics of humanities and socio-economic conditions, the scarcity of environmental resources is worsening. In response to this severe impact, the University have integrated the diverse areas of specialization of our faculty through the three Colleges and the School of General Education, to provide high-quality and innovative teaching. We direct our attention to the promotion of social issues and sustainable development in designing interdisciplinary curriculum where the course content achieves the intended outcome.
In 113 academic year, the University offers 3,183 courses, of which 1,512 courses (2,741 items) have the content meet the SDGs sustainable development goals, accounting for 47.5% of the total number of courses in the University, as shown in the table. In addition, the proportion of courses offered in 113 academic year that meet the SDGs sustainable development goals is shown in the chart.
Participation in the 14th Social Business Day World Conference by the College of Business Management
Chihlee University of Technology faculty and student representatives traveled with the Foundation to Manila, Philippines, to attend the Social Business Day World Annual Meeting from June 27 to June 29. Our student Tsai, Rui-Chen exchanged ideas with friends from many countries and shared the environmental protection beach cleaning initiative promoted by the "3-Zero Club". The activities during the meeting filled the participants with positive energy and joy. We can see that people from many countries join forces to make the earth a better place.
Dr. Yunus, winner of the 2006 Nobel Peace Prize, also participated in the conference throughout the three days. One of his remarks impressed the faculty and students: After all the world is about us. If we change, the world change. It means that after all, the world is about us. If we change, the world will change.
3-Zero Club for Resilient Societies Forum
On November 6, 2024, the International Forum on Social Business - Financial Empowerment and 3-Zero Club for Resilient Societies was held. It invited Mr. Xu, Shu-Ren, General Manager of Banxin Bank, Mr. Huang, Chong-Zhe, President of Taiwan Institute of Financial Research and Training, and Mr. Wu, Jia-Yuan, Supervisor of Yunus Foundation Taiwan. On the theme of building a resilient society, it also invited Mr. Gu, Yu-Jun, Director of the Social Business Center (YSBC) of National Tunghua University, Mr. Ren Jun-Li, Specialist of Yunus Foundation Taiwan, and Mr. Tsai, Rui-Chen, a student of the Department of International Trade of our University, to discuss future development.
Through 3-Zero, we set our mind to the goal of zero poverty, zero unemployment, and net zero carbon emissions. We established "3-Zero Clubs" on campus, encouraging young students to participate in international forums, share sustainable innovation ideas, and drive social innovation. It seeks to inspire the young leaders into meaningful action.
[Economic Daily News] https://money.udn.com/money/story/5635/8343186
[Commercial Times] https://www.ctee.com.tw/news/20241107700559-431204
Department of International Trade’s Teaching on Sustainability: Integrating Maritime Carbon Reduction and Green Trade Practices into the Curriculum
In response to the growing emphasis on ESG (Environmental, Social, and Governance) issues, the Department of International Trade at Chihlee University of Technology have integrated “Sustainable Trade Practices” into their curriculum. Through real-world case studies, students are guided to understand the profound impact of sustainable shipping and green trade on the global economy. The course begins with the fact that 80% of global goods are transported by sea, illustrating how the pandemic and international geopolitical developments have intensified port congestion and carbon emission challenges, thereby introducing the latest decarbonization regulations from the International Maritime Organization (IMO) for the shipping industry.
The course covers how TCC Group’s Dah-Her Shipping and Danish shipping giant Maersk have achieved carbon intensity reduction and energy-saving targets through measures such as slow steaming, purchasing new energy-efficient vessels, and retrofitting existing ships. These examples enable students to concretely understand how companies adapt to ESG-driven policy transformations. Students further explore strategies for energy-saving retrofits on traditional ships, such as installing energy-efficient lighting, using renewable energy, and switching to biofuels or synthetic fuels, to learn how companies balance operational demands with environmental protection.
The curriculum also addresses topics including renewable energy applications, carbon footprint management, and international carbon taxes, enhancing students’ holistic understanding of green supply chains and sustainable logistics.
This case not only underscoresthe sustainable responsibilities of international trade, but also cultivatesstudents’ ability to balance business operations with environmental protection. It demonstrates the University’s commitment to actively embedding ESG concepts into professional teaching and preparing students with both visionary perspectives and practical skills for the future of sustainable development in international trade.
Department of International Trade’s Curriculum on Sustainability into ECommerce: Environmental Impact of Logistics and Green Transformation
In response to the environmental and social impacts brought about by the rapid development of e-commerce, faculty in the Department of International Trade at Chihlee University of Technology have integrated the topic of “E-Commerce Logistics and Sustainable Development” into their curriculum. Through real-world case studies, students are guided to critically reflect on the balance between business operations and sustainable responsibility, cultivating both a digital business perspective and ESG-oriented sustainable thinking.
The course uses real news stories about Amazon’s handling of returned products as an introduction, revealing how companies, in an effort to reduce costs, may destroy nearly new items—prompting in-depth discussion among students on resource waste and corporate responsibility. Through group discussions and role-playing activities, students analyze the impact of return mechanism design on society and the environment from multiple perspectives, including business operations, consumer rights, and sustainable development.
In addition, instructors guide students to pay attention to the environmental issues caused by e-commerce packaging, such as Taiwan’s annual use of more than 80 million packaging items and the massive plastic waste generated by Amazon’sshipmentsin the United States, which, if strung together, could circle the Earth 500 times. The course further introduces Taiwan’s Environmental Protection Administration’s “Guidelines for Reducing Packaging in Online Shopping” and invites students to design innovative, low-carbon solutionsfor e-commerce logistics based on this policy, enhancing their practical application and policy comprehension skills.
This course places special emphasis on the integration of critical thinking and sustainability literacy, enabling students to not only learn about e-commerce operations and logistics practices but also to examine business activities from an ESG perspective. Through simulated business decision-making and case analysis, students gain an understanding that sustainable operations are not only a corporate social responsibility, but also a key factor for future competitiveness.
This curriculum design demonstrates the proactive response of faculty in the Department of International Trade to current trends, embedding sustainability concepts into e-commerce education and laying a solid foundation for cultivating a new generation of business professionals with global perspectives and sustainable mindsets.
Smart Innovation and Collaborative Agri-Food Education for Sustainable Development
Located in Banqiao District, New Taipei City—a densely populated urban area—Chihlee University of Technology has collaborated with the New Taipei City Government to promote urban greening and agri-food education, despite the limited farmland available in the city. The University has established a rooftop farm on the library building, revitalizing campus spaces by integrating them with specialized courses and activities. By leveraging technological capabilities to address various issues from farm to table, the University supports the United Nations Sustainable Development Goals (SDGs), specifically Goal 2 (Zero Hunger), Goal 11 (Sustainable Cities and Communities), and Goal 12 (Responsible Consumption and Production), actively advancing agri-food education policies.
The College’s USR-Hub team collaborates with local partners from industry, government, and academia to address community needs, fostering faculty members’ interdisciplinary expertise and innovative thinking on agri-food education issues. Through specialized courses and hands-on learning environments, students’ agri-food literacy is enhanced, extending learning beyond the classroom and into the broader campus and community. Faculty and students strengthen their capabilities and jointly fulfill social responsibility, applying their knowledge and skills to address local challenges through the integration of technology and humanistic care. In addition, the promotion of “food education” and “agricultural education” activities helps rekindle public attention to healthy eating, agriculture, community development, and the natural environment.
Practice
1. A community of agri-food education teachers has been organized to cultivate seed instructors and community volunteers. By integrating interdisciplinary courses, the University has developed innovative models for agri-food education, fostering students’ agri-food literacy as well as their awareness of environmental sustainability. Faculty, students, and the public are encouraged to participate in agri-food initiatives and local community engagement.
2. By bringing together resourcesfrom industry, government, and academia, the University has created a robust network for mutual influence and resource sharing across various fields, co-creating a vibrant green food and lifestyle ecosystem. Throughout their learning and participation, students are encouraged to observe and identify problems independently, think critically, and apply their professional knowledge and skills to obtain swift solutions to practical issues.
Results
1. Enhancing Interdisciplinary Capabilities for Faculty and Students: The agri-food education teacher community invites experts from various fields to conduct multiple training workshops. Faculty members refine their teaching practices through peer exchange, while students develop literacy from agri-food education and awareness of environmental sustainability through interdisciplinary programs and specialized courses.
2. Strengthening Soft and Hard Skills: Learning environments extend beyond the classroom and practical venues into the community, such as the Banqiao Veterans Home and Xinpu Care Center. Faculty and students design activities to address community needs, develop interactive systems and games-based on their expertise, offer diverse agri-food education, and invite participation from local residents in New Taipei City.
3. Bridging the Gap Between Producers and Consumers: Many small-scale farmers on the production side lack the time or resources for marketing, while urban residents have limited access to farms. The College of Innovation and Design collaborates with the New Taipei City Government Agriculture Department to organize experiential activities, allowing the public to participate in vegetable and fruit planting and urban greening workshops. Through these experiences, participantslearn about food origins, dietary culture, and the ecological impacts of food choices. Additionalsupport is provided to small farmers through packaging design and video production for product promotion.
4. Promoting Environmental Sustainability Awareness: Through technology and experiential activities, the public participates in agri-food education, learns about carbon footprints, and understands the importance of “local food” and “seasonal eating” for health and environmental sustainability. These initiatives help reestablish the connection between people and their food and land, fostering public recognition of the value of local agriculture, local consumption, sustainable agriculture, and environmental stewardship.
Sustainability Literacy X Practical Living
The University implemented the “Sustainability Literacy X Practical Living” project under the Higher Education Sprout Project, and organized sustainability-associated workshops and trainings, as well as outdoor experiential events. Pre- and post-assessments of “sustainability literacy” were conducted to measure improvement in students’ understanding of the issue of sustainability. Students were also encouraged to develop practical methods for sustainable action and to showcase their learning outcomes, in alignment with the United Nations Sustainable Development Goals (SDGs).
Implementation
In coordination with general education courses, a total of 12 activities—including lectures and workshops—were organized. Before each activity, a pre-test sustainability literacy questionnaire was administered. Students were then guided to understand the origins, current status, and future trends of sustainable development. Expert lectures and hands-on sustainability experience activities were arranged to deepen students’ understanding of how sustainability is applied in everyday life. At the end of each activity, a summary and reflective review were conducted, and a post-test sustainability literacy questionnaire was administered.
Outcomes
1. A total of 651 participants attended the activities; among them 159 were male and 492 were female.
2. The sustainability literacy questionnaire was divided into two main categories. Students’ cognitive literacy improved by 38.1%, action literacy by 13.3%, and overall sustainability literacy increased by an average of 25.7%.
3. The planned lectures and activities effectively enhanced students’ cognitive literacy on sustainability. Hands-on activities gave demonstrations of how to practice sustainability with motivating appeal. The finished products from these sustainability experience activities came in useful in daily life, as telling examples of how sustainable practices can become the order of the day.
Promoting Adolescent Mental Health in a New Era—Implementing Social Emotional Learning (SEL) Curriculum to Address Rising Depression and Suicide Rates Among Adolescents
In recent years, the rising rates of depression and suicide among adolescents have become a majorsocietal concern. According to statisticsfrom the Ministry of Health and Welfare, suicide is now one of the top three causes of death for youth aged 15 to 24. In response to this urgent challenge, the School of General Education at Chihlee University of Technology has integrated Social Emotional Learning (SEL) into courses such as “Healthy Living and Stress Relief,” “Emotional Expression and Communication Practices,” “The Psychology of Love,” and “Introduction to Psychology.” In 2024, a total of 8 courses were offered, with 484 students participating. These courses aim to enhance students’ emotional recognition and expression, emotional regulation and stress management skills, and help them build positive interpersonal relationships and empathy, thereby fostering a psychologically safe campus culture.
The Effectiveness of Activities Integrated into the Curriculum is as follows:
1. Mandala Coloring Mindfulness Experience: Beginning with a mindful eating exercise, students use their five senses to savor a raisin—appreciating its sweetness, texture, and aroma— and experience the simple joys of mindful eating. The activity then continues with mandala coloring, accompanied by positive energy songs, boosting students’ courage to face life’s challenges.
2. Green Healing Energy Experience: Dr. Chen, Chun-Lin, psychiatrist at Far Eastern Memorial Hospital, was invited to share on “When Emotions Get Sick—The Magic of Green Healing Energy.” Students learned about common affective mental illnesses and techniques for maintaining mental health, as well as the miraculous benefits of green care for mental well-being, as introduced in domestic and international literature. The course included handson activities where students crafted and decorated cement pots and adopted a succulent plant, personally experiencing the magic of green care
3. Emotional Recognition Practice: Through creating an “emotion quadrant chart,” students learned to identify a range of positive and negative emotions. Emotional coloring activities helped students sense emotional flows and provided support in facing various emotions in life with a positive mindset.
4. Collaborative Group Drawing Experience: Using “collaborative drawing cards” themed on life’s challenges and coping strategies, students incorporated elements of positive energy into their artwork. By collectively completing a piece, participants were inspired to blend diverse ideas, and experience the joy and sense of achievement. Engaging in group creation, they learned to appreciate the value of teamwork.
