「環境保護」、「社會公平」、「經濟成長」是人類追求永續發展的三個重大 向度。在實踐的過程中，可能會遇到理念價值或角色義務的衝突。如何運用理 性思辨與道德推理來處理多元情境中的永續發展公共議題，是當今大學生亟須 具備的現代公民素養與能力。是故，以實踐永續發展為目標的環境教育，乃為 概念認知與價值澄清的過程。 本文以通識環境教育相關課程為案例，探討「角色扮演」與「價值澄清」 學習策略在「永續發展」課題上的應用。經由剪紙遊戲讓學生模擬不同發展程 度國家之間的互動，於問題情境中探索個人與群體追求永續發展之態度與行為 實際反應。以質性方式記錄學習活動的設計與執行，並與學生的學習回饋進行 交叉檢視，以分析其認知及價值觀之轉變。

“Environment protection”，“social justice” and “economic growth” are the three major dimensions of sustainable development. In the course of practice, one may encounter the conflicts of value or role obligations. How to use rational thinking and moral reasoning to deal with pluralistic context of sustainable development public issues is a necessary civic literacy and capability for today's college students. Therefore, environmental education is a process of concept cognition and value clarification. In this paper, a course on environmental education was used to explore the application of “role-playing” and “values clarification” learning strategy on sustainable development issues. Group games allow students to simulate interaction among countries with different development levels, and to explore individuals’ and groups' reaction on attitudes and behavior in pursuing sustainable development. Learning activity design and implementation were recorded and cross-analyzed with students’ feedback in qualitative ways to investigate their change in attitude and value perception.