2010年6月5日台灣總統公告「環境教育法」，使台灣躋身少數擁有環境教育立法的國家。推動環境教育最終的目標在達成永續發展。而對永續發展而言，教育是關鍵。永續發展教育是指經由教育過程，達到環境、社會及經濟的永續發展。因此，本研究首先檢視永續發展教育的歷史脈絡。第二，釐清永續發展教育與環境教育間的關係。第三，為探究臺灣落實永續發展教育之狀況，進行國中生地理教育與永續發展教育的知識與態度問卷調查。第四，利用SPSS軟體統計分析國中生對永續發展教育概念的知識與態度數據。第五，分析學生的知識與態度與其社經背景變項間的關聯性。最後發現：學生對永續發展教育概念的知識程度高，但對環境品質的態度、滿意程度較低。關聯性分析找出年齡與性別此二變項與學生的知識和態度間的關聯程度最高。
Taiwan enacted a "Law of Environmental Education" on June 5, 2010. Thus, Taiwan joined the few nations that have legislation for Environmental Education in the world. The ultimate goal of promoting the Law of Environmental Education is to achieve sustainable development. Education is a key for Sustainable Development. Education for Sustainable Development (ESD) through the educational process is to fulfill the sustainable development of environment, society and economy. This research first review for the contexts of ESD. Secondly, clarifies the relationship between ESD and Environmental Education. Thirdly, this research conducts a questionnaire survey in order to explore the implementation of ESD in Taiwan. Fourthly, using SPSS statistical software to gather the statistics of the knowledge base and attitude of junior high school students. Fifthly, makes a correlation analysis between knowledge, attitude and socioeconomic background. Finally, this research argues that students have high rate of knowledge, but low rate of attitude especially for environmental quality. Besides, the correlation analysis discovered that age and gender are highly correlated with knowledge and attitude of junior high school students.
