本研究主要目的，在比較一門新設計的大學環境課程與以知識傳遞為主的生態學課程，對於學生的環境行動、環境希望及其相關變項之成效。這新設計的環境課程，主要以「環境議題分析與行動培養」為基礎，但更注重有力感變項（如內控觀、環境希望等）的提升。本研究採不等控制組設計，結果發現，此一環境教育課程能有效提升學習者的環境行動、內控觀、環境希望、採取環境行動策略的知識與技能，以及環境議題知識；而「生態學」課程，則僅能提升環境議題知識與生態學知識。最後，再根據研究結果，對未來臺灣環境教育課程發展與教學策略提出建議。

The major purpose of this study was to compare the instructional effects of a new environmental education program with that of the traditional knowledge-based ecology course on college students’ environmental action, environmental hope, and associated variables. This new environmental education program is based on issue investigation-evaluation and action training, while placing more emphasis on fostering empowerment variables (e.g., locus of control, environmental hopes). This study used a nonequivalent control-group design. The findings showed that the new course did significantly promote the students’ environmental action, environmental hope, internal locus of control, knowledge of and skills in using environmental action strategies, and knowledge of environmental issues. The knowledge-based ecology course did significantly promote the students’ knowledge of environmental issues and knowledge of ecology. Based on this study, recommendations for future environmental education program development and instructional practice in Taiwan were provided.