Problem-based learning (PBL) has been recognized for enhancing student motivation and key competencies. However, its integration with emerging topics such as ESG (Environmental, Social, and Governance) in general education remains underexplored. This study implemented a PBL-based instructional design in a general education course titled “Organizational Greenhouse Gas Inventory and Net-Zero Transition,” integrating practical tasks and ESG case studies to enhance students’ sustainability literacy and core competencies. Pre- and post-course assessments were conducted using the University Career and Competency Assessment Network (UCAN) questionnaire, analyzed through paired sample t tests and Wilcoxon signed rank tests. Results showed significant improvements in the innovation and communication aspects, with upward trends observed in other domains. Students also demonstrated strong engagement and learning motivation through tasks such as carbon footprint estimation, data integration, and field-based assessments. The findings support the feasibility of embedding ESG and PBL frameworks in general education. Future course iterations will consider differentiated instructional design and the incorporation of qualitative methods to accommodate diverse student backgrounds and enhance learning outcomes, contributing to the advancement of sustainability education in higher education.
Chien et al. (Wed,) studied this question.