Globalization has a major effect on the world, necessitating the enhancement of global citizenship among university students. This paper examines the teaching practices involved in the Globalization and Citizenship course in university settings. It outlines the rationale for program planning from epistemological and pedagogical perspectives. This course enables students to participate in community organizations, thereby enhancing their understanding of globalization in real life. In this study, the author used an action research method and multiple data collection techniques to explore the experiences and performance of college students in acquiring global citizenship, including their experiences in connecting with community organizations. The research findings are as follows. First, in terms of learners’ performance, the foundational subject knowledge provided by the general curriculum is crucial for ensuring successful learning outcomes. Second, in terms of deepening the epistemology of global citizenship competences, while the curriculum’s planning and teaching design enable students to acquire relevant skills and actions, understanding transnational topics or developing critical consciousness poses additional challenges. Third, regarding learning experiences in community organizations, these experiences not only broaden students’ global understanding but also foster their knowledge of teamwork and promote social action.

　　This paper examines the potential for students within the context of digitalized textbooks to establish closer connections with global society. It explores the implementation of digital textbooks across various countries and analyzes data from the Programme for International Student Assessment (PISA) 2022 database, which includes data on 257,569 students aged 15 years from 32 countries. These data are used to analyze the differences in information and communication technology (ICT) competence between students in countries that use digital textbooks and those that do not. The findings indicate the following. First, many countries emphasize the integration of digital technology into education, focusing on the development of digital textbooks and educational resources. Second, students in Taiwan typically exhibit a high level of ICT competence, substantially surpassing the international average in the dimensions of “accessing, evaluating, and managing information and data” and “problem-solving in a digital context and computational thinking.” Third, students from countries that utilize digital textbooks demonstrate higher levels of ICT competence compared with those from countries without such resources. Fourth, in environments involving digital textbooks, students exhibit enhanced abilities to search for and share information and create media. On the basis of these findings, this paper offers specific recommendations.

　　In this study, our goal was to incorporate the United Nations’ Sustainable Development Goals (SDGs) into STEAM (science, technology, engineering, arts, and mathematics) education through a problem-based learning approach. We focused on a pioneering SDG curriculum textbook publisher in Taiwan as our research subject. Our strategy involves inspiring students to address sustainability-related problems. We provided practical teaching references to enhance students’ understanding and application of the SDGs. Our findings indicate that integrating STEAM education with problem-based learning equips students with a comprehensive framework that fosters creativity, critical thinking, and teamwork skills. This approach aids in cultivating globalminded and socially responsible citizens. Therefore, we recommend that educators incorporate the SDGs into their teaching content and encourage student collaboration in cross-disciplinary projects and activities to cultivate practical problem-solving skills. Future studies should explore multidimensional strategies that include integrated curriculum design, crossdisciplinary teamwork, cross-grade integrated learning, problem-based learning, and the incorporation of community resources. These strategies can promote the fusion of disciplines and enable students to comprehensively address complex real-world challenges.

　　This paper explores the design principles of German history textbooks on transitional justice. Textbooks are the primary and most common resources for classroom teaching and curriculum development. Therefore, they must effectively explain and convey views on transitional justice to guide students in deeply contemplating and internalizing these concepts. In this study, we utilized qualitative educational criticism research methods to analyze textbooks through Eisner’s concepts of educational connoisseurship and criticism by following the guidelines of the United Nations Educational, Scientific and Cultural Organization. Specifically, our analysis involved an examining of the methods used to develop materials that assist teachers in addressing transitional justice problems. Our findings indicate that German history textbooks not only recount historical events but also present original documents illustrating various perspectives and opinions. In addition, these textbooks are designed with multiple activities that enhance students’ abilities to gather data, engage in critical thinking, and solve problems. Moreover, the designers of these textbooks support learners in evaluating historical events, understanding the contexts of human rights violations, and deepening and broadening their understanding of transitional justice issues.