氣候變遷是人類社會所面臨的嚴酷挑戰之一，也是世界各國高等教育機構的教學與研究重點。大學中的環境相關系所在氣候變遷研究中扮演關鍵的角色，其學生對於氣候變遷的整體素養可視為教育的具體成果。各系所在規劃其課程時，均設定了若干項核心能力，而這些核心能力是否能與氣候變遷素養呼應，則為本研究關切的議題。本研究旨在透過調查瞭解環境工程與環境教育相關研究所學生之氣候變遷素養，檢視其核心能力的設定與氣候變遷素養之間的關係，並瞭解兩類群系所素養表現差異之原因。
本研究透過問卷調查法探討102學年度環境相關系所碩士班學生的氣候變遷素養現況；使用內容分析法、半結構式晤談法瞭解系所核心能力與氣候變遷素養之間的關係及差異產生原因。調查結果顯示，在氣候變遷素養的四項主構面中，環境教育相關研究所學生的「知識」、「態度」與「行動」表現較佳，兩類群研究所學生的「技能」表現並無太大差異；透過皮爾森積差相關分析，發現「態度」為影響其餘三構面之關鍵，而「知識」與「行動」間不具關連性；透過集群分析，可將環境相關系所學生分為：積極行動型、知識標竿型、自我實踐型、知易行難型及消極應付型五大類，環境工程相關研究所中以「知易行難型」人數最多，環境教育相關研究所中人數最多的為「積極行動型」。系所核心能力的規劃，除知識與技能構面外，其餘構面之設定皆與氣候變遷素養調查結果相符。藉由晤談結果可知，氣候變遷素養差異的主要原因為：兩類群研究所特質的不同，兩類群人員分別在氣候變遷研究中扮演「科學家」與「傳播者」的角色。

Climate change is one of the most pressing issues in the world today, and also the emphasis in teaching and research in higher education. Environment-related departments in universities play an important role in both climate change research and the resulting climate change literacy of the students. The concern of this study is on whether the core competencies built for school curriculum were well correlated with climate change literacy. Thus, the objective of this study is to understand the climate change literacy of students through questionnaire surveys, and further examine the relationships between the core competencies and climate change literacy.
A questionnaire was designed as the research tool for measuring and evaluating the climate change literacy of students of two major categories, environmental engineering and environmental education. The results indicate that students in graduate institutes of environmental education perform better than those in graduate institutes of environmental engineering on the aspects of knowledge, attitude, and action; whereas no significant difference can be identified for skill . Cluster analysis was also explored and the students can be categorized into “activeness”, “knowledgeable”, “practical”, “passive”, and “negative”. More students in environmental engineering are “passive”, whereas more students in environmental education are “aggressive”.
Content analysis and semi-structured interviews were then also carried out to examine the relationships between core competencies and climate change literacy, as well as the reasons for the differences between the two groups of students. Students in environmental engineering treat themselves as more like "scientists". On the other hand, students in environmental education play a more active role as "communicators" in climate change.

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