全球教育雖然可以追溯的年代久遠，但是最近開始的這一波全球教育就在不久前的二十世紀末發生的。從1990年代開始，因為科技為人類帶來的快速訊息交流、交通工具的進步使地域上的界限不再那麼清楚之下，時間與空間同時的縮小，人與人接觸日益頻繁，以民族為首的國家主義已經不再那麼重要，取而代之的是跨國聯盟，這不論在商業、政治上如此，即便教育界也有相同的情形。在這樣的世界脈絡之下，教育的目的不僅止於教授學生成為愛國的國家公民，而是應擴及世界的視域，使每一位學生都成為全球的公民。
有鑑於這樣的世界趨勢，各國已經展開一連串和全球公民教育相關的改革，在非政府組織部分，更是強調世界公民的培養。台灣當然也不能拒絕於這股潮流之外，民國100年的中小學國際教育白皮書，就是一個嶄新的里程碑。雖然從白皮書開始至今，為時不遠，但是這三、四年的努力，使許多中小學意識到國際教育的重要性，並開始進行國際教育的課程。在這風起雲湧的全球教育熱潮之下，台灣學梓的獲益有多少？實未能有明確的檢核，因此本研究的最終目的即是希望建立一套可以作為衡量工具的量表，作為檢核台灣全球教育的效果，並進一步提供政策制訂者、行政人員以及現場教師改進的依據。
本研究透過文獻以及實務的分析，歸納出四個全球公民素養的構念，分別為「全球公民權利與義務」、「全球公民參與」、「全球公民反思」、「全球公民能力」，並根據此四個構念編製量表題項，依照高中職、國中、國小三個不同階段的學生，分別進行一連串的量表編製與檢核工作。本研究的樣本高中職、國中、國小的學生樣本分別為997名、946名、1112名。在經過項目分析、探索性因素分析、驗證性因素分析等流程之後，最後形成高中職、國中、國小分別各20個題項的「全球公民素養量表」。
高中職、國中兩階段的四個構念所編製的量表，和最初的理論設計相同，各個衡量標準都達到良好的指標，因此四個構念並無修正。國小階段的最後量表構念和當初的理論設計有所出入。國小階段的「全球公民反思」構念在最後更動為「助人觀」構念。除此之外，國小階段的各項衡量標準也都適宜。本量表可使用在將來進行全球教育之課程前與課程後，進行前後測的比較之用。
在背景變項的分析上，性別、服務學習、父親教育程度、學習外語等因素在量表分數上的表現是有差異的。

Global education began in ancient Greece. However, Since 1990s, the most recent global education trend has begun. Fast communication and transportation systems lead to the frequent contact among citizens of different countries. The borders between nations are no longer barriers for interactions. Global interests, instead of national ones, have become more important in politics and economics, as well as education. The goal of civic education is not only to teach students to become patriotic citizens of their own nations but also to prepare them for the global citizenship. .
Many countries in the world have begun the reforms of their civic curricula to include global citizenship. The NGOs have also given special emphasis to this particular theme. Taiwan is no exception. It was a milestone when the Ministry of Education published "Developing 21st Century Competencies for Our Next Generation" in 2011. Since then, many elementary, junior high, and high schools have recognized the importance of global education and started to include its key ideas in the civic education curricula. However, the effect of this new policy is not clear. Does the new curricula have any effect on students? There was no instrument to answer these questions. The purpose of the present study was to develop an instrument to measure the effect of the policy on global education.
The present study developed four constructs, the right and responsibility of global citizenship, the action of global citizenship, the competencies of global citizenship and the reflection of global citizenship. The instruments were piloted with students in Taiwan. The sample included students from three levels of schoolings: high schools, junior high schools and elementary schools, and the samples are 997, 946, and 1112 respectively. Content validity was established. Exploratory factor analysis and confirmatory factor analysis confirmed construct validity. Correlation coefficients were established between background variables and Global Citizenship Literacy Scale.
The results indicated that the scale constructs for junior and senior high school students were valid, thus, no further revisions were required for the original design. However, the scale constructs for elementary school level were different from the original. The construct, reflection of global citizenship, was deleted. A new fourth factor was constructed and named ‘volunteering’ based on the remaining items. The final three school level versions of Global Citizenship Literacy Scales contained twenty items representing four factors separately. Scores differed significantly based on gender, service-learning, father's educational level, and foreign language learning. The instrument will be useful for assessing global citizenship literacy before and after classroom experience.

論文審定書 i
誌謝 ii
中文摘要 iii
英文摘要 v
圖次 ix
表次 x
第壹章 緒論 1
第一節 研究動機 3
第二節 名詞釋義 7
第三節 研究限制 8
第貳章 文獻探討 9
第一節 全球教育、國際教育、全球公民教育與全球公民素養 9
第二節 非政府組織對全球公民教育的觀點 24
第三節 各國對全球公民教育的變革 34
第四節 相關工具探討 55
第五節 全球公民素養 75
第六節 影響全球公民素養相關因素 88
第參章 研究方法 91
第一節 研究架構 91
第二節 研究問題 94
第三節 研究樣本 94
第四節 研究工具 100
第五節 效標工具 103
第六節 自變項與統計方法 104
第肆章 研究結果 105
第一節 效標關聯效度 105
第二節 項目分析 106
第三節 探索性因素分析 117
第四節 驗證性因素分析 140
第五節 全球公民素養量表背景資料分析 168
第伍章 結論與建議 207
第一節 研究結論 207
第二節 研究建議 210
參考文獻 213
附錄一 進行內容效度前之問卷內容 233
附錄二 效標工具使用同意函 257
附錄三 效標工具中翻英版本 259
附錄四 效標工具英翻中版本 265
附錄五 專家學者基本資料 271
附錄六 內容效度修正結果 273
附錄七 預試各階段學生背景資料 291
附錄八 各階段誤差變異數值表 303
附錄九 各階段因素負荷量數值表 307

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