教育部近年來積極推展中小學實體國際交流機會，希冀能在提升學生的雙語能力的同時，也能拓展其國際觀使之成為全球公民的一分子。因應後疫情時代來臨，實體國際交流方式隨之轉型，也加速線上教育的發展。本研究擬透過梳理國際教育、國際視訊會議、全球公民教育、團隊本位學習模式等學理，以個案研究方式，探究在後疫情時代，高中國際教育的轉型與全球公民教育的落實。研究的主軸為團隊本位學習模式下之臺、俄兩所公立中學之全球公民國際教育課程落實的成果。初步實踐成果為：第一，建立團隊本位學習模式融入國際教育課程綱要與內涵架構，課程架構以「培育全球公民」為主軸。第二，在雙方落實共同課程後，分析我方學生之學習任務表現及我方任課教師與學生之文字回饋，可歸納學生能習得全球公民課程綱要及教學內涵，也歸納此課程能提升高中端國際教育普及性，且線上全球公民教育課程能接軌實體國際交流。本研究提出團隊本位學習模式融入線上全球公民國際教育課程架構與個案實證研究分析，希冀能提供各中等學校未來教學參考。

In recent years, the Ministry of Education has encouraged elementary and middle schools to hold international exchange activities to enhance students’ bilingual proficiency and their global perspective of being global citizens. With the advent of the post-pandemic era, the development of online education and courses is more focused and promoted. This study demonstrates the application of the online international global citizenship education implementation in one Taiwanese and one Russian middle school by integrating international education policies of Taiwan, theories on video conferencing, global citizenship education (GCE), and the team-based learning model (TBL). With the case analysis of the results of the course practice conducted through the TBL model, the implementation of the international video conferencing, and written feedback from Taiwanese students and teacher, the results of this study demonstrate the course-design achievements. The study also proves that online international global citizenship education can temporarily replace in-person international exchange activities in this post-pandemic era. This online GCE with TBL international education course design and case study hopes to bring profound meaning to forthcoming international education courses and middle schools.