本研究由高中跨科教師團隊研發提升學生自主學習的跨領域課程，結合地理（Geography）、藝術（Art）、科技（Technology）與經濟（Economics），稱為GATE學習模式。本模式以地理、環境教育為基礎，運用科技融入，加入藝術美學課程，最終以參與式計畫的跨領域教學作為GATE模式之呈現。課程設計從以教師為主的資訊融入教學課程，逐漸深化為運用科技輔助探究社區環境議題，進而建置出學生、社區及環境共同融合的自主學習模式。讓學習者基於對社區環境的自發性動機，依據本身的學習需求及目標，找尋適當資源與學習策略，並在最終進行學習成果反思與自評。此素養導向的自主學習課程，期望培養學生成為具有未來關鍵能力、環境意識及責任感的世界公民。本研究進行準實驗設計，研究結果發現，選擇一般多元選修課程的組別，在選修課程前、後的學生關鍵能力進步幅度較少；但選擇參與式計畫課程的組別，於課程前、後的學生關鍵能力進步幅度顯著。由此可見，參與式計畫課程能提升學生5C關鍵能力，達成108課綱學生自主、互動、共好的理念。

The curriculum in the study has been designed by high school interdisciplinary teachers specialized in geography, art, technology, and economics. Changing from the interdisciplinary course designed by school subject teachers, then gradually the research team to the student-oriented course that require students to be able to help enhance the community environment development, combining the three factors of student, community, and environment, with their self-directed learning on G Suite. The study found that students’ key skills for the future (hereafter referred to as 5C abilities) before and after taking the course of the multiple selective courses has shown less effective; however, the progress of the participatory project courses before and after the test is obvious, so we can conclude that participatory project course can improve students’ 5C abilities, and achieve the goals of autonomy, interaction, and mutual benefit for students in 108 curriculum.