全球積極推動永續發展目標，其中第十三項「氣候行動」的細項直指氣候變遷所帶來的影響需要透過教育以提升認知意識與應對能力。臺灣十二年國教課程將氣候變遷設定為議題融入教學的目標之一，但其相關專業知識對教師是一大挑戰，需要教師專業研習進行增能。因此本研究透過氣候行動增能工作坊，以永續專案卡活動和地方本位知識結合，希望能帶動中小學教師發展氣候行動實踐的教學。工作坊亦規劃了戶外的科學調查及感官體驗，讓從地方環境資源所建構出的知識與體驗進一步運用在專案卡的活動中。此外，後續的線上分享會讓參與者在工作坊結束後主動實踐氣候行動或進行課程發展，並對行動實踐產生更深層的反思，有效延伸工作坊的增能成效。因此，透過研究發現不同的操作設計可讓永續專案卡實現多層次的實踐行動，讓工作坊成為教師發展氣候行動的起點。

The global community is actively promoting the Sustainable Development Goals (SDGs), with the thirteenth goal specifically focusing on “Climate Action” and directly addressing the impacts of climate change. Education is crucial to enhance awareness and response capabilities. In Curriculum Guidelines of 12-Year Basic Education in Taiwan, climate change is designated as one of the topics to be integrated into teaching. However, the related professional knowledge poses a significant challenge for teachers, requiring them to participate in professional training to enhance their capacity. Therefore, this study aims to promote climate action among primary and secondary school teachers through climate action empowerment workshops that combine sustainable project cards and place-based knowledge. The workshops incorporate outdoor scientific investigations and sensory experiences, allowing knowledge and experiences constructed from local environmental resources to be further applied in project card activities. Additionally, follow-up online sharing sessions encourage participants to proactively engage in climate action or curriculum development after the workshops, fostering deeper reflection on their practices and effectively extending the empowerment achieved through the workshops. Hence, it is discovered that different operational designs enable multi-level practical actions with sustainable project cards, making the workshops a starting point for teachers to develop climate action initiatives.