探索臺灣高等教育機構 SDG3 服務品質與心理幸福感的關係

Abstract

高等教育服務之情形，對於塑造學生的心理健康與福祉方面擁有重要的影響，符合永續發展目標第三目標之內涵。透過為永續發展目標三做出貢獻，大學本身可以增強在市場中的地位、吸引學生就讀、獲得政府資助，也能夠透過宣傳永續發展和責任形象來增進大學的品牌形象。本研究透過問卷調查臺灣高等教育機構在實現永續發展第三目標 (SDG3) 中的服務品質，探索SDG3服務品質與大學生不同背景之間的關係，並進一步探究服務品質對學生心理幸福感的影響。透過這項研究，了解高等教育機構應如何提升 SDG3 服務品質，同時促進學生的心理健康與福祉，從而為實現 SDG3 提供相關建議。研究結果顯示臺灣高等教育機構SDG3的整體服務品質良好，性別、大學地區、年級及就讀科系領域對健康與福祉服務品質並無顯著影響，且有「健康」、「性教育」學習經驗及「SDG3課程」、「SDG3合作活動」、「SDG3研究計畫」、「促進性別平等措施及活動」的參與經驗會影響服務品質。另外，心理幸福感中「環境掌控度」、「生活自主性」、「和他人的自主關係」、「自我接納」與SDG3服務品質所有構面皆有正相關，「個人成長」則是負相關。因此，確立高等教育機構應更積極發展SDG3相關課程與活動，同時維護校內固有的健康促進服務，以促進大學生的心理幸福感。本研究之結果可提供高等教育機構適切建議及未來執行方向。

Higher education institution has a significant impact on shaping students’ mental health and well-being, aligning with the essence of Sustainable Development Goal 3 (SDG 3). By contributing to SDG 3, universities can enhance their market position, attract student enrollment, secure government funding, and improve their brand image by promoting sustainability and a responsible institutional image.This study employs a questionnaire survey to investigate the quality of services related to SDG 3 provided by higher education institutions in Taiwan. It explores the relationship between SDG 3 service quality and the diverse backgrounds of university students and further examines how service quality influences students’ psychological well-being. Through this research, the study aims to provide recommendations for higher education institutions on improving SDG 3 service quality while simultaneously promoting students’ mental health and well-being to support the realization of SDG 3.The research results indicate that the overall SDG 3 service quality in Taiwanese higher education institutions is good. Gender, university location, grade level, and field of study have no significant influence on the perceived quality of health and well-being services. However, experiences such as “health” and “sex education” learning, participation in “SDG 3 courses,” “SDG 3 collaborative activities,” “SDG 3 research projects,” and measures or activities promoting gender equality significantly impact service quality. Furthermore, aspects of psychological well-being such as “environmental mastery,” “autonomy,” “positive relations with others,” and “self-acceptance” are positively correlated with all dimensions of SDG 3 service quality, while “personal growth” is negatively correlated.The findings suggest that higher education institutions should actively develop SDG 3-related courses and activities while maintaining existing health promotion services to enhance students’ psychological well-being. The results of this study provide actionable recommendations and future directions for higher education institutions.