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The trend towards globalization and the development of digitized society have spurred the development of every country around the world, created unlimited connections, automation and the Internet economy, profoundly changed the pattern of global economic development, and strengthened interdependence of human beings. Therefore, it is inevitable that this generation of students would live with people from different fields and cultures. The traditional way of cultivating talents is being strongly challenged. From the perspective of AI and the digital age, how to cultivate world talents with profession, innovation, cross-disciplinary and cross-cultural comprehension and communicative ability has become an issue that countries around the world have been paying attention to, and internationalizing schools is a means to achieve the target of cultivating world talents. Such talents cannot be cultivated in the way of divorcing ourselves from reality. Schools must contact the international community and follow internat

This essay contributed to reviewing the IB program from the perspective of curriculum internationalization. First, the authors explored how the institution supported the international education of IB programs. Second, the ideas of curriculum and subjects were examined to identify the level of internationalization. Last, DP and MYP of one case school from central Taiwan was examined against curriculum internationalization. The research findings are that, due to the regulations by IB Organization, IB schools are internationalized referring to education aims, school administration and regulations, teachers’ professional development, and the framework of curriculum and activities. Through review of curriculum and lesson plans, their focus on globalization and sustainability and cultural diversity has been significant. But it’s also clear that some disciplines are easier to relate to global and cultural issues and contexts. The research recommend the strengthening on internationalization of curriculum in the futur

全球素養（global competence）成為許多國家的重要教育目標之一。雖然國際學校在發展上有其歷史與實際的任務，但隨著經濟起飛與對菁英教育的渴望，全球國際學校蓬勃發展且類型也愈發多元。理論上，國際學校所提供的為國際教育，但國際教育並非只有單一樣貌，如何真實地培養學生國際情懷（international mindedness）是國際學校共同的價值。當學校想要系統性地發展國際教育時，可透過採用國際接軌的課程提升課程品質，在達到課程標準後通過認證，最後獲得官方授權施行。而在成為國際學校後，也可申請加入國際學校聯盟，接受聯盟會員品質輔導與互助合作。當國際教育的可能性愈多元，愈來愈多的公立學校也可以發展國定課綱與國際課程併行的課程，以提升學生全球競爭力與促進教育公平性

The mission of the International Baccalaureate Organization is to cultivate students with international mindedness, pay attention to the whole-person development, cultivate students' learning approaches of exploration and thinking and teaching approaches of conceptual understanding, and lead global learners to enter the international multicultural world. society, and becoming a responsible global citizen. The Department of Chinese as a Second Language at National Taiwan Normal University was certified by the International Baccalaureate Organization in 2018, becoming the first \"Chinese Language Education\" accredited programme in Taiwan. It also offers International Baccalaureate related courses. Practice the IB-accredited Chinese language teacher license, so that Chinese language teachers have no borders, and the students of Chinese language teaching who have completed the IB special class will be able to go to more than 5,500 IB international schools around the world, and embark on a broader global internatio

經營一所國際學校比一般的學校更複雜，具備國際學校領導力的本質包括管理與領導、學校的價值與文化、領導者與董事會之間的關係等。國際學校整體發展計畫必須納入國際課程發展與教學、評量政策、持續專業發展，以及建立教師專業學習社群等，學校領導者需採以信任為基礎的溝通，授權與增能，鼓勵教師自由發言並分享教學實務，營造優質的校園文化與氣氛。要有效地經營一所國際學校，可以從建立具有專業職能的夥伴團隊、分享學校使命與價值、尊重文化差異與信任為基礎的溝通、持續專業發展並建立專業學習社群、訂定評量政策確保教與學品質、強化與董事會關係彼此成為信任夥伴等方面著手，齊心協力協助學校邁向成功之路

邁入二十一世紀，國際學校的數量在全球快速增加，形成特有的教育產業，其辦學形式也愈來愈多元，其中數量的增長以亞洲為最，特別是中國大陸、泰國與杜拜等地，例如：中國大陸試圖藉由國際學校所提供之資源，將其原有公立學校課程注入更多國際化元素。本文檢視國際學校的歷史沿革、類型、課程、師生的特質以及當前所面臨之挑戰，並以中國大陸為例，了解相關政策如何導引國際學校與課程在中國大陸的多元發展及其對本國學校所產生的影響，希望可以做為我國教育當局、學校主管與教師發展相關政策與校本課程之參考

This study analyzes the PISA data for Taiwan from 2006 to 2018. Using a multilevel model (MLM), the individual SES indicator is aggregated to form a contextual variable named MESCS (mean index of economic, social, and cultural status). In this study, MESCS is treated as an indicator of educational equity. We found that MESCS has a considerable influence on academic achievement, implying that students who attended schools with higher MESCS have better academic achievement. Further, the effect of MESCS is exacerbated by the educational tracking system, which has the effect of assigning students of similar family backgrounds and academic achievement to the same school. In addition, this study also analyzes and discusses the theoretical and functional aspects of the MESCS. We hope to expand the application of the indicator in future studies

This study employed the data of 3,417 students who participated in the Program for International Student Assessment in Taiwan in 2022 to explore the prediction of students’ family economic and social cultural status, mathematics anxiety, curiosity, school belongingness, learning efficacy, and teacher support on mathematics literacy. The conclusions were as follows: The important variables related to students’ mathematics literacy were, in order, family economic and social cultural status, mathematics anxiety, curiosity, school belonging, learning efficacy, and teacher support. The characteristic of this study was that it was found that students’ family economic, social and cultural status explained the largest amount of variation in mathematics literacy, while mathematics learning anxiety cannot be ignored. At the same time, students’ curiosity in mathematics was also an important factor. In addition, students’ sense of belonging in school, learning effectiveness, and teacher support were also key factors in

隨著全球化現象的擴展，原本被視為民族國家事務的學校教育也逐漸面臨國際化的壓力。對於教育國際化的期待，也逐漸「向下」延伸，從過往對高等教育機構國際化的要求，到目前各國強調在初等、中等教育階段即實施國際教育。以澳洲的發展為例，本文針對相關文獻以及學校所提供之文件進行分析，並使用Deleuze與Guattari（1987）的理論架構，討論澳洲國際教育的「組裝」。透過教育產業、外交領事、社會文化以及學校教育等各項條件的整合，促進學校教育國際化的發展。期待透過他山之石，為臺灣的學校教育國際化之研究帶來啟示

The study aimed to explore the relationship among distributed leadership, positive school climate and teacher job satisfaction and test the direct effect of distributed leadership on positive school climate, positive school climate on teacher job satisfaction and distributed leadership on teacher job satisfaction as well as the indirect effect of positive school climate as the mediator on the relationship between distributed leadership and teacher job satisfaction. Secondary data analysis was utilized; structural equation model was tested by valid samples of 3446 elementary school teachers from TALIS 2018 Taiwan data. The findings showed that distributed leadership positively affected positive school climate, positive school climate positively affected teacher job satisfaction and distributed leadership positively affected teacher job satisfaction, and that positive school climate mediated the relationship between distributed leadership and teacher job satisfaction. It is recommended that educational leaders