Picture books are an important medium for improving preschool children’s knowledge of elders. Previous studies have highlighted how the age discrimination prevalent in children's picture books may lead to children adopting negative stereotypes about aging and elders; such impressions may continue even into adulthood. Therefore, this study developed rubrics for examining age discrimination in children’s picture books through content analysis. The findings suggested that older adults are given limited representation in children’s picture books, and the elderly characters depicted are mostly grandparents. Additionally, traditional stereotypes concerning the gender and occupation of elders were also identified in the selected books. In terms of physical appearance, elders were generally described as healthy and energetic individuals with positive personality traits. However, generational interaction was found to be lacking in the pictures and contents of the selected book. Additionally, the adjectives used for elders were mostly negative and indicative of age discrimination. Overall, the books offered a limited understanding and depiction of elders. On the basis of the study results, some suggestions are proposed to serve as reference for the compilation of children's picture books in the future.

　　In recent years, the integration of issue education into core subjects has become a critical component of curricular reforms seeking to enable learners to think critically, reflect on their values, and act in a socially positive manner. However, issue education has not been implemented in the general curriculum well, especially in subjects with a strong knowledge structure such as mathematics. Therefore, this study developed an analytical framework to evaluate the quality of teaching modules designed for gender equity education. The researchers applied the framework to analyze a teaching module that integrates gender equity education into mathematics. Generalizability theory was applied to test the reliability of the framework. The research findings suggested that the analytical framework demonstrated high reliability and allowed for a thorough analysis of the module’s characteristics and the quality. Additionally, the teaching module was found to comprise various tasks requiring high-level mathematical cognition; however, the levels of diversity and multiplicity in the module require improvement. The developed framework can facilitate the examination of teaching materials or textbook compilations to assess whether they have integrated issue education into mathematical instruction. Additionally, it contributes to teachers’ professional development practically and theoretically.

　　This study analyzed the contents of the curriculum guidelines of disaster prevention, which is included as an issue education topic in Taiwan’s 12-Year Basic Education Curriculum (promulgated in 2019). Additionally, this study examined how disaster prevention education is addressed in Japan’s curriculum guidelines and Japanese textbooks. Through literature review and qualitative analysis, this study examined the following three aspects. First, the content and educational implications of introducing disaster prevention education in Taiwan as a component of issue education was analyzed. Second, Japan’s educational policy on disaster prevention education and its implementation were examined. Third, the content on disaster prevention was explored in the social studies textbooks published by Tokyo Shoseki. The study’s results revealed that Taiwan’s disaster prevention education emphasizes risk management and mastery of disaster prevention skills. However, learning from life experience, developing problem-solving skills, and cultivating responsibility are stressed in Japan’s disaster prevention education, which draws from both central and local government policies. Furthermore, aesthetics are incorporated into the design of Japan’s textbooks, and they use charts and pictures to facilitate comprehension and discussion. The results serve as helpful references for the implementation of Taiwan’s disaster prevention education and compilation of related textbooks.

　　With the considerable increase in the number of new immigrants, migrant workers, and international students from Southeast Asia, Taiwan’s relationship with Southeast Asia has become increasingly intimate. Additionally, considering Taiwan’s geographical proximity to Southeast Asia, Taiwanese students should have a basic understanding of their neighboring countries. Therefore, this paper proposes a course syllabus for Southeast Asian history. In addition to introducing Southeast Asian history and related theories, other materials for inclusion in the curriculum guidelines for the design of a single-semester course syllabus concerning Southeast Asian history were identified through an extensive literature review. This paper suggests the adoption of a broad learning approach for developing future course syllabus regarding Southeast Asian history. Additionally, it is recommended that a syllabus to be divided into four themes: historical evolution, cross-border movement, cultural exchange, and modern development. Although introducing Southeast Asian history as a mandatory courses is currently difficult in practice, the current senior high school curriculum is flexible enough to accommodate Southeast Asian history as a featured course or elective. Providing such a course can offer new immigrants’ children or interested students a chance to learn Southeast Asian history.